English Global Communication - Trinity Portfolio Toolkit...Assessing English language since 1938...

Trinity Portfolio ToolkitMaking Writing Matter

Robin WalkerTrinity Trainer, Spain

[email protected]

Assessing English language since 1938

The problem with writing


• will need it for my studies• gives me time to think

• helps me to learn• easier than speaking

• lets me be creative

• nothing to say• no vocabulary

• get my grammar wrong• not much fun at home

• makes me stressed• writing's hard• writing's hard

• writing's hard


The problem with writing

Against• not ‘natural’

For• need it for school / exams


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Session contents1. The problem with writing

2. The Trinity Portfolio Toolkit

3. Stages in process writing with the Portfolio Toolkit

4. Paragraphs, content and structure

5. Marking – beyond Trinity

6. Self-directed work

Trinity Portfolio Toolkit: Making Writing Matter


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2. The Trinity Portfolio Toolkit3. Stages in process writing with the Portfolio Toolkit







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Why keep a portfolio?• Motivates• Helps track progress

• Provides reference exam prep

• Supports skills development• Encourages student control

• Enables students to work alone

• Raises awareness strengths/weaknesses



What do students have to do?• Prepare a written answer to task• Hand the text to T for correction

• Study returned text and feedback

• Correct text following feedback• Re-write text (publication)

• Store finished text + feedback form + first attempt

• Keep portfolio organised and up to date



What do teachers have to do?• Set a suitable writing task (topic & level)• Support the writing of the first attempt

• Correct + return first attempt following Trinity feedback form

• Plan remedial / future teaching

• Check portfolios organised and up to date


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3. The stages in process writing with the Trinity Portfolio Toolkit



Studytask

Generate ideas

ÞÞ Select contents

ÞÞ Organise contents

ÞÞ

Writea first draft

ßß

Get feedbackon draft

ÜÜImprove

draft Correct mistakes

ÜÜÞ

ßß

Publish




English File Advanced 3e, Latham-Koenig & Oxenden, OUP 2015

Analysing model text

contents &planning

language practice

writing process –drafting, editing, etc

2. Getting ideas

3. Organise & plan

4. Language

5. Write

6. Check



1. Task


Studytask

Generate ideas

ÞÞ Select contents


ÞÞ

Writea first draft

ßß

Get feedbackon draft

ÜÜImprove

draft Correct mistakes

ÜÜßß

Publish


Focus on language


Studytask



Generate ideas

Þ


• Brainstorm



exciting funny frightening

romanticstressful

• Brainstorm

• Choosing from a list

• Adding to a list

• Guiding Plan / Qs


Your memorable experience

1. When was it?

2. Who was with you?

3. Where was it?

4. Was it really good or bad?

5. What was the weather like?

6. What happened first / last?

7. What was the best/worst thing?


• Brainstorm




• Mind map


4) Getting ideas to choose from

• Brainstorm




• Mind map

• Notes from speaking task

• suitcases arrived late but NO luggage tags on • substitute hotel not in the centre, but not far from

the centre• delays at airports happen anywhere in the tourist

high season.• food was reported as excellent and 100% authentic

• tour leader not conscious of having been not rude and apologises sincerely

• not given hotel in dangerous part of city - police constantly patrol tourist areas


4) Getting ideas to choose from


Select contents


ÞÞ

Þ



ßß

Writea first draft

ÜÜGet

feedbackon draftÞ



Improve draft

Correct mistakes

ÜÜÞ

ßß

Publish



Select contents


ÞÞ

Þ



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Session contents

1. The problem with writing







1. What is a paragraph?



Asturias is in the north of Spain. Compact discs give really good sound quality. Paris is one the most important tourist destinations in the world. They played football all afternoon. Tourists want to enjoy themselves on holiday.

Asturias is a relatively unspoilt part of the north of Spain. It is one of the regions which make up Spain’s famous ‘Green Coast’. Obviously, the weather in a region like this is less reliable than in the Mediterranean. However, in the hot summer months many tourists come to Asturias to escape from the intense heat of the rest of the country. What is more, a lot of outdoor tourist activities benefit from the climate Asturias offers.

Asturias is a relatively unspoilt part of the north of Spain. A lot of outdoor tourist activities benefit from the climate Asturias offers. Asturias is one of the regions which make up Spain’s famous ‘Green Coast’. In the hot summer months many tourists come to Asturias to escape from the intense heat of the rest of the country. The weather in a region like Asturias is less reliable than in the Mediterranean.




Main statement ––

Supporting statements ––

Qualification of the ––main statement

Support/examples of ––the qualification

Travel for reasons of tourism is easier today than it has ever been before.

Transport is cheaper and faster than it has ever been. There is far more accommodation available today than in the past.

The more people travel, the more de-humanisedthe process becomes.

Masses of tourists mean less time for real contact with local people. Large numbers cause the hosts to see visitors simply as a source of easy money.




Main statement ––Supporting statements ––

Qualification of the ––main statementSupport/examples of ––the qualification

Travel for reasons of tourism is easier today than it has ever been before. Transport is cheaper and faster than it has ever been, and there is far more accommodation available today than in the past. However, the more people travel, the more de-humanised the process becomes. Masses of tourists mean less time for real contact with local people. In addition, large numbers cause the hosts to see visitors simply as a source of easy money.

2. Selecting contents

i) You have to write an email to somebody who is coming to visit your part of Andalucía. Work with a partner(s) and brainstorm all of the possible contents for your email. Use the space below to make notes.




Reader 1 – a middle-aged tourist with a particular interest in history, and who is planning a short visit to the region.

Reader 2 – a businessman with a two-year contract with a local firm, and who is arriving with a young family

Reader 3 – an ERASMUS exchange student who will be in the region until the end of the current university semester



brochure tourist guide business email

purpose

contents




brochure tourist guide business email

purposepublicity for a hotel

objective information about a hotel

inform & advise a business client

contentslimited to hotel s best features

mentions all features; good + bad

describes relevant features + recommends




For & against discussion

Expressing an opinion

Comparing products

Making a complaint


3. Organising contents


Article Descriptive essay Discursive essay Argument essay

Introductionß

Idea 1ß

Idea 2ß

Idea 3ß

Conclusion

Introductionß

Feature 1ß

Feature 2ß

Feature 3ß

Conclusion

Introductionß

Arguments forß

Arguments againstß

Conclusion (must include

candidate’s opinion)

Introductionß

Point 1ß

Point 2ß

Point 3ß

Conclusion


3. Organising contents4. Paragraphs, content and structure


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Session contents





5. Marking – beyond Trinity6. Self-directed work

5. Marking – going beyond Trinity

Is the form acceptable?

Yes No




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Yes No Marginal




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Yes No Marginal

Does the form block communication?

No Partly Totally

Are you fed up of seeing this error? Use an emoji or

make a note of it for dealing with it in class

Do you know what was intended? Indicate the

mistake with a code. Let the learner correct it.

If you don’t understand, put a Q-

mark in the margin and talk to the author



Further reading

• Tribble, C. 1996. Writing – Handbooks for Language Teachers,OUP

• Writing guidance with genre. Available online at: http://www.trinitycollege.com/site/?id=3194

• Into Europe: The Writing Handbook. Available online at: http://www.lancaster.ac.uk/fass/projects/examreform/into_europe/writing.pdf



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Session contents






6. Self-directed task



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Self–directed task (2hrs)In order to complete 5 hours of training, you are required to complete another two hours of self–directed work, which you will have to send to the Asesor(a) of your local Centro de Profesores.

Task Write a 180–220 word blog entry about being an English language teacher. The blog is going to be read by university students who are about to graduate in English, or by students doing their Masters in order to qualify as language teachers. Talk about your own experience (good and/or bad) and give them advice about how to get the best out of the future career as language teachers.


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Task requirementsUse the process approach to writing that we have seen today in the workshop:

• Find a colleague to work with. Exchange email addresses/contact details now.

• Brainstorm ideas/contents by yourself or with your colleague.

• Select and organize your ideas thinking about the readers of your blog.

• Write a first draft and send it to your colleague.

• Correct your colleague´s first draft using the Trinity Portfolio Teacher’s Feedback

Form, and then send the draft and form back to your colleague. (NB: You can make

your comments digitally using Comment boxes in Word).

• Improve your first draft based on the comments your colleague made.

• Send your first draft, the Teacher’s Feedback Form and your final blog as a single

document to your Asesor(a) for the correct accreditation of your 5 hours’ training.

• The deadline for getting your draft, feedback form and final text to the Asesor(a) is:

___________________________ .

Trinity Portfolio ToolkitMaking Writing Matter

Robin WalkerTrinity Trainer, Spain

[email protected]


English Global Communication - Trinity Portfolio Toolkit...Assessing English language since 1938...

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