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Taking the Stress Out Of Writing Long Essays

Taking the Stress Out Of Writing Long Essays. Rachel Clark Madeleine du Vivier IATEFL 2012 Glasgow. The Context. University College London Semi intensive course 23 candidates Delta Module 3: 4000-4500 words Supervised by 3 tutors. The Background. Pre 2009: pre-modular delta case study

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Taking the Stress Out Of Writing Long Essays

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  1. Taking the Stress Out Of Writing Long Essays Rachel Clark Madeleine du Vivier IATEFL 2012 Glasgow UCL LANGUAGE CENTRE

  2. The Context • University College London • Semi intensive course • 23 candidates • Delta Module 3: 4000-4500 words • Supervised by 3 tutors UCL LANGUAGE CENTRE

  3. The Background • Pre 2009: pre-modular delta case study • 2009: old system transferred from pre- modular delta • 2010: tutorials and extra support • 2011: new system. 100% success rate UCL LANGUAGE CENTRE

  4. Delta Module 3 UCL LANGUAGE CENTRE

  5. Cambridge Delta Handbook It is recommended that candidates be advised to address the various stages of the assignment separately and that a study plan be drawn up so that candidates clearly carry out the necessary background work for each stage before moving on to subsequent stages. UCL LANGUAGE CENTRE

  6. How We Organise the Process UCL LANGUAGE CENTRE

  7. Step 1: Awareness Raising Task Part Two of Module 3 – The Needs Analysis A: TASK. How much do you know? Look at the following statements and decide if they are true or false. 1. You need to be teaching the group you choose to write the course proposal for. UCL LANGUAGE CENTRE

  8. Step 1: Awareness Raising Task B: TASK. Check your answers. • Now read the extracts from the Module 3 handbook and tips from the Principal Examiner to check your answers KEY. • You need to be teaching the group you choose to write the course proposal for. F. YOU DO NOT NEED TO TEACH THEM, JUST HAVE ACCESS TO THE GROUP UCL LANGUAGE CENTRE

  9. Step 1: Awareness Raising Task C: TASK. Check your understanding • Look at the section headings below from two extended assignments. What are the strengths and weaknesses of each one? KEY. UCL LANGUAGE CENTRE

  10. Rationale for A.R.T. 1. Make candidates aware of what is required 2. Encourage independence 3. Provide a written record 4. Make Cambridge ESOL guidelines more accessible 5. Save time in input sessions 6. Allow candidates to work at own pace UCL LANGUAGE CENTRE

  11. Steps 2 and 3: Research,Input and Q&A Sessions UCL LANGUAGE CENTRE

  12. Steps 4and 5:Draft. Tutor feedback UCL LANGUAGE CENTRE

  13. Module Three Part 2 Feedback Name_________ Word count ____ Steps 4and 5:Tutor feedback UCL LANGUAGE CENTRE

  14. Step 6: Group Check List UCL LANGUAGE CENTRE

  15. Step 6: Group Check List Feedback on Part Two Have a look at the following and decide if you did these things in your Part Two: • Link back to features mentioned in Part One. • Discuss principles of NA/DT using quotes and terminology • Include empty statements introducing information: e.g. The NA gave me useful information about the students UCL LANGUAGE CENTRE

  16. Overall Approach UCL LANGUAGE CENTRE

  17. Positive Outcomes UCL LANGUAGE CENTRE

  18. Warnings UCL LANGUAGE CENTRE

  19. Where Now? • Continue to use this with our Delta groups on future courses • Transfer the model to teaching writing of other long essays e.g. IELTS preparation Academic essay writing UCL LANGUAGE CENTRE

  20. Any questions? Thank you m.duvivier@ucl.ac.uk rachel.clark@ucl.ac.uk UCL LANGUAGE CENTRE

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