Teaching Portfolio - SOOKMYUNG TESOL...

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Teaching Portfolio Sookmyung Women’s University Graduate School of TESOL Christina Lee 1

Transcript of Teaching Portfolio - SOOKMYUNG TESOL...

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Teaching Portfolio

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Table of Contents

1. Introduction 3 2. Professional and Personal Documents Resume 5 - 6 Teaching Philosophy 7 - 8 Degrees and Certificates 9 - 10

3. Lesson Plans 12 - 78 Overview of GEP 12 - 19 Student’s Needs Survey 20 - 26 Lesson Plans 27 - 70 Reflective Journals 71 - 75 Class Pictures 76 - 78

4. Action Research 79 - 97 Introduction 81 Literature Review 81 - 84 Method 84 - 86 Results and Discussion 87 - 92 Conclusion 92

5. Epilogue 98 - 99

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This portfolio contains the work of the MA TESOL Practicum course which was practiced in fall 2012 in Sookmyung Woman’s University. This course was designed for professional development as a teacher. It contains personal and professional documents, teaching practices that were carried throughout the course, and the action research project that was conducted during practicum

Introduction

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Resume

Teaching Philosophy

Degrees and Certificates

Personal and

Professional Documents

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SOOKMYUNG WOMEN’S UNIVERSITY Graduate school of TESOL(Certificate program included) Completed certificate program receiving Honor Award GOETHE INSTITUTE Certificate for German language courses KYUNG-HEE UNIVERSITY Division of Management and International relations Bachelor of Management and International Relations, Majors in International relations and management NEW JERSEY COMMUNITY COLLEGE Studied one semester in Business, Economics, Psychology, and College Writing UNIVERSITY OF RUTGERS ESL Course PALS Completed the Rutgers ESL program within three months receiving a certificate of completion

Korea 2001-2006

Young- Eun, Lee Gangnam-gu, Yeok Sam- dong,

Gaenari Prugio apt. 303-504 [email protected]

010-2655-7369

Frankfurt, Germany 2006-2007

Korea 2008- expected

graduation2013

NJ, USA 2003

NJ, USA 2003

Summary of Qualifications

Education

MA TESOL Sookmyung Women’s University (Expected graduation, Feb. 2013) Successful completion of the MATE rater training course, a spoken and written English test

developed by Sookmyung Women’s University Experienced English instructor for both children and adults in private institutes

Resume

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ETS CRITERION On-line editing instructor

• Edited business letters for KITA members • Corrected American poetry, American liturature, and college English essays for Ajoo University

JLS DAECHI II BRANCH, CHESS program teacher

• Taught students listening, reading, writing and speaking • TOSEL instructor(listening and reading) • Trained students for speaking contests

GROUP TEACHING Private Group Tutor

• Tutored English to students of all ages and different nationalities. • Taught content based language lessons(math, science, history, humanics) • Recommended by International school teachers and psychotherapists

LANGUAGE SKILLS

• Fluent in Korean • Fluent in English • Basic German

COMPUTUER SKILLS Proficient Microsoft Office skills

Seoul, Korea 2010-2011

Seoul, Korea 2009-2010

Frankfurt, Germany 2006-2007

PAGODA INSTITUTE, JONG RO BRANCH General English Course teacher

• Taught students general English • Course included speaking, listening, reading, writing activities • Taught students with various backgrounds and age

Jong-ro, Seoul 2011

Experience

Skills

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Bachelor Degree 7

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TESOL Certificates 8

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Back in my schooling, I was the sort of student whose performance would sky rocket or crash depending on my teacher. I remember my math teacher who I instantly fell in love with; he was smart, professional, interesting, and I could tell how much effort he put into his lessons and his learners. I’ve never performed better in math than that stage of my life. I determined hence I were to become a teacher, I would strive to be just like my math teacher. Many acquaintances of mine think that because I have acquired English at a young age, I’m unaware of the struggles and barriers that learners encounter when they learn language. Quite the contrary, I have felt too often the hot, prickly, and nervous feeling when being called out in class. When I was young, my English was better than my Korean and I performed worst in Korean class. When I became an adult, I dare say I wasn’t a very bright learner in my German class. In every respect I understand that language learning is formidable. Hence I have had difficulty in language learning, therefore I wish to guide learners through their way of language learning in a more effective and enjoyable process. My philosophy is mainly based on the Russian theorist, Vygostky whose belief is that language learning is socially constructed. My classrooms are designed with collaborative activities in which students do pair and group work as well as they work whole class. Through various content based activities, students have the opportunities to learn from each other and experience how others use language. The ultimate goal of my teaching is that students learn to become autonomous learners who, in the future, will further develop their own effective skills and methods in language learning. Authentic content based activities take place within the classroom and learners learn language based on real world situations. These types of activities provide learners the opportunity to practice language that is actually applicable in real life situations, whether the goal of their language learning is for testing or for communication. Through my experience as a teacher I have learnt that learners have different learning styles. An effective teacher must have an understanding of the learners teaching styles and expose them to different situations, where they can develop their unique learning style. While they are performing collaborative tasks I assign certain roles such as the leader, note taker, writer, or presenter based on their learning styles and abilities. Also, I believe visual and audio aids are crucial factors to carry out tasks. Appropriate pictures, movie clips, readings, vocabulary boxes, and listening materials are used to help students grasp ideas and build knowledge. The role of an effective teacher in my belief is that of a facilitator. A facilitator must be there for the learners so that they feel they are being supported. Facilitators must provide enriching activities in which they learn their strengths and improve upon their weaknesses.

Teaching Philosophy

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Feedback is another crucial factor, whether it is given direct or indirect. Back in my school days, I remember I felt I wasn’t learning anything when I didn’t receive much feedback from my teacher. I assumed my teacher didn’t notice anything about my work and it was very disheartening. From this experience I realized the importance of effective feedback given at the right time. Finally, one of the best qualities of a teacher is to motivate, entertain, love, and care learners. Not all learners have positive attitudes for English because it is forced to upon them by the Korean education system or their parents. If it is not avoidable, I wish my learners to enjoy their time while we are together. How they feel about language effects a great deal in classroom performance. My experience as a teacher has taught me, when learners are provided with an enriching and fun environment, their performance remarkably improves. Love and care might sound strange, but I have found out that how you feel about your students is a factor you can never hide, no matter how hard you try. When I was teaching elementary children, a mother of my student named Ben visited me on the parent teacher conference. She told me that she knew how much I loved the class and said she trusted me in every aspect as a teacher. Ben told his mother with so much confidence that Christina loves his class so much. She gave me Ben’s card that wrote ‘I love you Christina’ in big colorful bold letters. She told me that Ben couldn’t write ‘I love you’ to his other teacher because he didn’t love her and he was sure she didn’t love him. It was my last month at the institute and it was an event that brought me and Ben’s mother to tears. I found that my belief of love and care actually worked for most of my learners no matter the age, therefore, I will always be my students biggest supporter. In conclusion, the best qualities of a good teacher involve a high level of professionalism, understanding learner styles, appropriate feedback, and providing an education environment that is positive and encouraging. The ultimate goal of language learning is for the learners to be autonomous learners. Therefore, as a teacher I provide enriching collaborative activities which learners can apply to real life situations. Through these activities, learners can learn from each other as well as they learn from their teacher. The roles students assume in tasks are carefully based on learners learning styles and personalities. During the class, learners are provided with effective feedback, encouragement and care from the teacher. There can only be success ahead of them.

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Overview of GEP

Students’ Needs Survey

Lesson Plans- week 4,9,14

Reflective Journals

Class pictures

Lesson Plans

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This a special class conducted together with the Graduate School of TESOL. Read below to find out just how special this class is. Overview: This course meets once a week from 7:50 to 10:30 (approximately three hours). For the most part, the class will involve the students in a variety of reading, writing, and presentation related activities focused on meaning and purpose. These activities, as contained in the handouts and homework assignments provided each week, are generally arranged according to the requirements of the MATE. This class, however, should not be seen merely as a MATE development course, as we will be doing things that go well beyond the scope of the MATE. In general, the course should keep each student busy using English both in and out of the class. Students are going to need to be both energetic and positive in performing the prescribed tasks to the best of her ability. The basic philosophy underlying the course is that meaningful practice generated in an environment of facilitative feedback is the most efficient way of developing students’ English skills. As a result, in this class, each student will be generating large amounts of meaningful, purposeful language which will be closely monitored. Each student will be given help and feedback on a continual basis. Objectives: The primary objective of the Writing and Reading course is to give the students an opportunity to develop skills and strategies for global writing proficiency in English. This course, in effect, will also focus on developing the skills necessary for attaining an acceptable score on the GMATE Writing Test and will be linking reading with writing skills. All of these goals will be achieved through both in and out of class practice and development. The focus here will be on the skills of writing and reading, but it should be acknowledged that other skills will necessarily be used in the classroom and as part of the course. Students, therefore, should expect much of the in-class interaction to be based on reading, speaking, and listening skills which will, based on such exposure and practice, undoubtedly improve. Texts and Materials There is NO textbook for this class. Students will be given handouts each week from the ‘special’ teachers who are responsible for teaching during that week. Do not buy any textbook. You must, however, buy a very good folder to hold all the papers which you will be getting during the course and there will be A LOT of handouts. You will need these handouts to review for the exams so make sure you hold onto them. In effect, all the handouts and the homeworks taken together will be our textbook.

Overview of GEP GEP Policy

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Additional Materials: In addition to the handouts the students will also be supplied with additional reading materials each week. These reading materials will be posted up in the homework assignment board of a website specifically designed for this class. Students are expected to go to the website each week to download and printout the reading materials/homework assignments. Methodology English Only: Students are very strongly encouraged to conduct all course work in English. We endeavor to create a special environment in the classroom wherein students feel comfortable (despite the photographing and videotaping) to speak and generally use as much English as possible. Please take advantage of the special environment in this class and try to use English as much and as effectively as you can. Students’ L1 (Korean or Chinese, etc.) is a valuable tool for learning, however our focus here is to practice English, Therefore, unnecessary use of Korean will result in a lower participation grade. English Only: Students are very strongly encouraged to conduct all course work in English. We endeavor to create a special environment in the classroom wherein students feel comfortable (despite the photographing and videotaping) to speak and generally use as much English as possible. Please take advantage of the special environment in this class and try to use English as much and as effectively as you can. Students’ L1 (Korean or Chinese, etc.) is a valuable tool for learning, however our focus here is to practice English, Therefore, unnecessary use of Korean will result in a lower participation grade. Classroom: In this class we are going to use a task-based, flexible grouping approach. This means that students need to work together to perform a series of connected tasks during the course of each class session. Nobody does anything alone and nothing is just over and done with. Everything we do in class leads into something else. This means that everyone needs to work with her ever-changing group members in order to get the assigned tasks done as well as possible. Your group members are relying on you just as you rely on them. Students in this class need to cooperate with others and work hard. We will not have very much lecturing or teacher-fronted activities here. Students in this class learn by doing. Be ready for that. You should be busy and engaged during the entire class session. Attendance: There is NO such thing as an excused absence. Students are expected to attend ALL scheduled classes. The nature of this class makes absences particularly problematic. When one student is missing her whole group suffers. Also, because in this class students learn by doing it is very hard to make up for missed in-class work. Two or more absences, therefore, will result in a significantly lowered final grade. Four absences result in automatic failure. If you are going to be absent and know it beforehand, make sure you contact the principle instructor as far in advance as possible so that the work can be made up. Web Page: There is a special web page used only for this class. The purpose of the web page is primarily to introduce, explain and allow homework assignments to be given and managed. There are many different features of the web page and students should explore all of them. Students must check the web page on a regular basis to keep up with what is

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going on in the class and to get and work on the homework assignments. The web page

address is:

http://www.udveksling.com/practicumgep

Big Siblings: This class is very special because we have `big siblings` (big sisters and brothers) in the class who will both participate in the class as group leaders and take turns running the class. Starting in the second week, each student in the class will be given a big sibling from the TESOL MA Program who will take special care of her in providing feedback on and encouragement in her creation of English. Whenever possible, students will sit with their big siblings in groups and work with them. The big siblings are there to help. We hope that each GEP student will form a special bond with her big sister or brother. Have fun with them and let them help you. Assignments: Each week there will be homework assignments. This semester the assignments will cover both reading and writing. There are three different types of homework assignments in this class: reading, writing, and the writing board. The reading assignments will be given to students one week before the class they are intended to be used. So, for example, the week 3 reading homework assignment will be posted into the homework assignment board the day after we have finished our week 2 class. The purpose of the reading assignment is to prepare students for the class to come. It is a preview of the writing forms, vocabulary, themes, etc. that we will be using in class. The writing homework is a MATE-styled formal writing assignment that follows the goals and objectives (activities) done in class. So, for example, the week 3 writing homework will appear in the homework assignment board the day after the week 3 class is over and will ask student to compose a formal piece of writing based on what was done in class. All formal writing assignments must be typed and handed in to the principal instructor n the day they are due. Additionally, there is a special writing on-line journal writing assignment which is explained below. On-Line Writing Journal: An important part of the assignments for this class is for students to keep an on-line writing journal. The writing Journal will start after week 2, when students are assigned to groups. Each GEP II student is required to write to her group mates at least three (3) times per week via a special web board which can be accessed through the Practicum/GEP webpage or directly through the following URL (http://www.activeboard.com/forum.spark?forumID=30695&subForumID=55268). These writings should be informal, personal and should focus on basic communication in written form. The writing is expected to be informal and interesting. It is intended to be fun. Share your thoughts, feelings, and aspirations with your fellow students. Sample Tests: In this class each student will be asked to take a sample MATE Writing Test in class three times. The first sample test (week 2) will be used to establish a base level for the student. Following that sample tests are to be given as part of both the midterm and final exams. Students grades will be determined based, in part, on how and how much their sample test scores change; that is, for the better. Thus, students who enter the 1

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course with a higher test score than others will not necessarily get a higher grade in the course. Grades: Final grades will be based on performance in the following categories. Class Participation 30% Assignments 30% Writing Journal 10% Midterm Exam 10% Final Exam 10% Improvement (MATE) 10%

<< Grading Policy for GEP Courses >> Grade on a Curve Percentage: Student Enrolled 20 & over: A+, A0, A- : Maximum 35% B+, B0, B- : Maximum 35% C+, C0, C- & D+, D0, D- : Maximum 50% F : As many as are necessary. Student Enrolled 20 & under: A+, A0, A- : Maximum 40% B+, B0, B- : Maximum 50% C+, C0, C- & D+, D0, D- : Maximum 50% F : As many as are necessary.

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Stephen van Vlack Sookmyung Women’s University

Graduate School of TESOL/General English Program English Writing and Reading (영어쓰기와읽기)

Syllabus - Fall 2012 Week 1; September 4 Introduction to the course, persons and materials involved. *Group 1 teaches GEP - ICE BREAKING ACTIVITIES In this the first week of class we are going to try to get to know each other through the medium of English and some basic reading and writing tasks. We are going to focus on the simple functions related to introductions and personal information embedded within the forms of highly formulaic presentations of information. This should allow people to get to know each other as well as introduce the students to the kind of class we will have. Fun is to be had by all. Homework: Go to the Practicum/GEP website and checkout the site. Do the writing homework for week 1. This is posted on the homework assignment board. Week 2; September 11 Student survey Sample Writing Test (Preliminary test) Student groups MATE - Task 1 *Group 2 teaches GEP – GROUP BONDING This week we do several important administrative tasks, such as making groups and taking the first mock MATE writing test. Students will also take a survey to determine what topics they like and what their needs might be. Having done all that, we focus on getting the students to make sentences to inform about themselves personally. The level of the writing will focus on meaningful listing and sentence creation. Homework: To be announced. Week 3; September 18 MATE Writing - Task 1 **Group 3 teaches GEP - 1st time- 1st Videotape For this week and the next few weeks we will be working on the basic component of composition - the paragraph. We do this first by working on basic paragraphs and their

Overview of GEP GEP Syllabus

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structure through the here and now. Students will be writing about concrete, here and now, topics of a highly personal nature. That is, they will be writing highly contextualized memos in order to make excuses and/or offer an explanation. Homework: To be announced. Week 4; September 25 MATE Writing - Task 2 *Group 4 teaches GEP – 1st time This week we take a quick look at writing about highly personal and familiar topics for the purpose of informing or giving advice in paragraphs in the form of an email. The level of formality is again, rather low, but the writing is expected to be more carefully structured and somewhat longer than that we did in the previous week. Homework: To be announced. Week 5; October 2 MATE Writing - Task 2 *Group 5 teaches GEP – 1st time – 1st Videotape This week we are going to focus on writing descriptive emails composed of essentially one main paragraph. Descriptive writing can entail descriptions of people, places, objects, or processes and as such form an important mode in many different and varied instances of writing. Homework: To be announced. Week 6; October 9 MATE Writing - Task 2 **Group 1 teaches GEP – 1st time- 1st Videotape For the next two weeks we will be working on developing skills in writing narrative paragraphs, but with some elements of presentations thrown in. This week we will be working on familiar, personal topics in the narratives we will be writing. It is important to note that while few of us are ever going to be professional storywriters, narratives play an important role in many different types of writing. Homework: To be announced. Week 7; October 16 MATE Writing - Task 2 **Group 2 teaches GEP – 1st time - 1st VIDEOTAPE In the second week of linking essays and presentations through narratives we will try to work with topics that are less familiar and hence much more difficult. The trick here is to accurately describe while retaining comprehensibility and suitable accuracy and much of this is achieved through careful organization and detailing. Homework: Prepare diligently for the Midterm Exam.

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Week 8; October 23 *Group 3 teaches GEP - MIDTERM EXAM Midterm Exam After the midterm we will take some time after the exam to engage in a little review by doing some fun communicative writing practice. Homework: To be announced. Week 9; October 30 MATE Writing - Task 2 **Group 4 teaches GEP – 2nd time – 1st VIDEOTAPE This week, we turn to the writing of specific types of essays. We will also be moving away from more personal topics to those which are less familiar and personal and more content-based. This week we will focus on formal letter writing. The writing will, therefore, be situational but the situation will not be personal or familiar. Homework: To be announced. Week 10; November 6 MATE Writing - Task 2 **Group 5 teaches GEP – 2nd time – 2nd VIDEOTAPE While much of what we have been doing in this course to date involves dealing with familiar information of some sort, this week we start to work with more formal and abstract types of information. This week is therefore important as a transition to the abstract from the concrete and is also because it is stereotypical of task 2 of the MATE Writing test. We will focus on describing graphs and other kinds of visual representations of complex meaning. Homework: To be announced. Week 11; November 13 MATE Writing - Task 2/3 **Group 1 teaches GEP – 2nd time - 2nd VIDEOTAPE This week we jump into writing opinion essays, one of the most important genres for students taking the MATE. This week we will jump into this by looking at topics that are more personal and familiar. Homework: To be announced. Week 12; November 20 MATE Writing - Task 3/2 **Group 2 teaches GEP – 2nd time – 2nd VIDEOTAPE

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This week we look at writing effective comparison and/or contrast paragraphs/essays. The most important element here is in the organization of the information to be presented along parallel points and specific ordering practices. Homework: To be announced. Week 13; November 27 MATE Writing - Task 3/2 **Group 3 teaches GEP – 3rd time – 2nd VIDEOTAPE This week we take a look at writing about a well-structured opinion paragraph. The trick here is finding not only enough but the best type of possible support. The support is everything here thus the planning part is very important. This will give us an opportunity to go back and review a lot of what we did in the beginning of the course as relates to planning and gathering ideas. Homework: To be announced. Week 14; December 4 MATE Writing - Task 3 **Group 4 teaches GEP - 3rd time – 2nd VIDEOTAPE This week we are look at persuasive essays. This kind of writing can be a lot of fun but is also tricky. There is a fine line between what is persuasive and what is pushy. Doing this requires both the use of specific grammatical structures on the micro level as well as specific macro level structures. Homework: Study for the final. Week 15; December 11 Final Exam *Group 5 teaches GEP - FINAL EXAM Let’s have a little party or do something fun after the final exam. Week 16; December 18 Make-up day Good bye and have a great winter vacation - You deserve it!

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Students’ Needs Survey

Students’ Needs Survey Major (전공): Year (학년): Age (나이): ____ 안녕하세요 밴블랙 교수님의 English Writing and Reading 학생여러분! 저희는 보다 효과적이고 만족스러운 수업을 준비하기 위하여, 여러분들의 요구조사를 실시하고자 합니다. 다음의 질문에 솔직하고 성실한 답변을 부탁드립니다. 조사결과는 수업활동과 자료를 구성하는 데에만 참고할 것입니다. 1. Which word below best describes your personality in general? 당신의 성격은 어느쪽에 가깝습니까? 가깝다고 생각하는 번호에 체크해주십시오. Introverted -----1----------------2----------------3----------------4----------------5------- Extroverted (내성적) 매우 내성적 내성적인편 중간 외향적인편 매우 외향적 (외향적) 2. Briefly describe your English learning experience. 자신의 영어학습 경험을 적어주세요. In school (학교교육) How long? (기간) Private tutoring (과외) How long? (기간) Studying English in a language institute (영어학원경험) How long? (기간) Living abroad (해외체류경험) Where? (장소) How long ?(기간) Having foreign friends (외국인친구와의교제) Describe (설명): Other experience (기타경험): 3. What do you do with English? Where? 영어를 어디서 주로 어떤 용도로 사용합니까?(해당란에 표시하고 설명) ( ) studying where/ what/why ( ) chatting where /how ( ) working (아르바이트) where/how ( ) meeting people where/how ( ) club activity where/what/how ( ) Others 4. How many hours do you use English per week? 일주일에 몇 시간 정도 영어를 사용 하십니까? ( ) never ( ) less than 3 hours ( ) 3 - 6 hours ( ) 6 - 9 hours ( ) more than 10 hours

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5. Have you ever taken any standardized exams? Indicate which one(s) and the approximate score received. 정규시험을 보신 적이 있다면, 점수를 적어주세요. MATE TOEIC TOEFL TEPS IELTS SEPT Other test: ( ) Score: ( ) ( ) ( ) ( ) ( ) ( ) ( ) 6. Have you ever studied English? If you have, what kinds of skills have you studied? 영어회화 수업을 받아보신 적이 있습니까? Listening: Yes No (circle one) If yes what skills did you learn? (Check the box) □ Acknowledging □ Restating □ Reflecting □ Interpreting □ Summary □ other ___________________ Speaking: Yes No (circle one) If yes what skills did you learn? □ Turn Taking □ Pronunciation □ Fluency □ Intonation □ Functions □ other ___________________ Reading: Yes No (circle one) If yes what skills did you learn? □ Skimming □ Scanning □ Determining Purpose □ Predicting □ Visualizing □ other ___________________ Writing: Yes No (circle one) If yes what skills did you learn? □ Brainstorming □ Free Writing □ Peer Editing □ Planning □ Paragraph Structuring □ other ___________________ 7. Which of these have you done in English? (Check all that apply) 다음 중 어떤 것을 영어로 해보셨나요? (해당 사항을 모두 체크해 주세요.) Debating ___ Presentations ___ Role Play ___ Interviews ___ Narration ___ Online chatting ___ Writing Essays____ Writing Email_____ Other: ___________________________ 8. What are your plans for the future? What job would you like? 졸업후의 계획은 무엇입니까? 어떤 직업을 갖고 싶습니까? _________________________________________________________________________ 9. Why are you learning English? Please, list three reasons. 영어를 배우는 이유를 세가지 써주세요. _________________________________________________________________________ _________________________________________________________________________

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10. What parts of English do you have the most confidence in? Rank the following in order (1=most confidence, 8=least confidence) 어떤 영어 영역에 가장 자신이 있습니까? 자신 있는 순서대로 (1=가장 자신있음, 8=가장 자신없음). Vocabulary ( ) Grammar ( ) Reading ( ) Pronunciation ( ) Speaking ( ) Listening ( ) Writing ( ) Test preparation ( ) 11. What expectations do you have in the GEP class this semester? 이번 학기 GEP 수업에 기대하는 것은 무엇입니까? 구체적으로 생각해서 적어주세요. _________________________________________________________________________ _________________________________________________________________________ 12. What are the things that you would like to do in this GEP class? Number them according to your preference (e.g. 1 = most preferred) GEP 수업에서 특별히 했으면 하는 것을 고르세요. 여러 개 골라도 좋습니다. ( ) grammar practice ( ) games/fun activities ( ) pronunciation drills ( ) role play/skits(역할극) ( ) using audio tapes ( ) vocabulary activities ( ) using Internet materials ( ) discussions ( ) watching videos or movie clips ( ) story writing ( ) writing poetry ( ) writing emails ( ) writing essays ( ) writing a resume ( ) writing business ( ) documents ( ) others 13. What kinds of topics are you interested in? (order of importance) 관심 있는 주제를 골라보세요. (좋아하는 순서대로) language learning ( ), study abroad ( ), jobs & career ( ), campus life ( ), travel ( ), celebrities ( ), shopping ( ), leisure activities ( ), food(cooking) ( ), fashion ( ), friends ( ), dating/relationships ( ), family ( ), sports ( ), holidays ( ), social issues ( ), games ( ), technology ( ), movies ( ), cartoons ( ), art ( ), music ( ), others 14. Is English your friend or enemy? 영어는 당신의 친구입니까, 적입니까? Friend -----1----------------2----------------3----------------4----------------5------- Enemy 15. I think I am good at English. 나는 영어를 잘한다고 생각한다. (1=정말 그렇다, 5=전혀 그렇지 않다.) 1 (strongly agree)------2-------------3--------------4-----------5 (strongly disagree)

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16. How would you rate your English reading proficiency? 당신의 영어 독해 능력이 정도라고 생각하시나요? (e.g. rudimentary 하, moderate 중, commanding상) _____________________________________________________ 17. How would you rate your current English speaking proficiency? 당신의 영어 회화 실력이 어느정도라고 생각하시나요? (e.g. rudimentary 하, moderate 중, commanding상) _____________________________________________________ 18. How would you rate your current English writing proficiency? 당신의 영어 쓰기 실력이 어느 정도라고 생각하시나요? (e.g. rudimentary 하, moderate 중, commanding 상) _____________________________________________________ 19. Do you have any concerns about this class? 이 수업 담당 선생님께 하고 싶은 말, 수업에 대한 어떤 고민거리가 있으면 적어주세요. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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Students’ Needs Survey Results

1. Which word below best describes your personality in general? Most students think that they are in the middle of introverted and extroverted, or that they are more extroverted. Only one student answered she/he is introverted and only 2 students answered they are too extroverted. 2. Briefly describe your English learning experience. Most students have learned English in school as a school subject, and some students also have learning experience in a language institute. Only 4 students answered they have lived abroad and had foreign friends. 3. What do you do with English? Where? The majority of them (21) use English just for studying either to take a class in school or to get a job. Chatting, meeting people, working (part time job), and club activity are followed. 4. How many hours do you use English per week? Most students spend less than 3 hours per week on studying English, and seven students answered that they never study English. Only 1 student answered that he/she usually spends more than 10 hours on studying English per week. 5. Have you ever taken? Indicate which one(s) and the approximate score received. Most of them haven’t taken any standardized exams mentioned above Only 8 students said they have taken TOEIC test and their scores vary ranging from 425 to 975, and usually around 700. 6. Have you ever studied English? If you have, what kinds of skills have you studied? Listening: Yes 14 No 10 Speaking: Yes 15 No 9 Reading: Yes 15 No 10 Writing: Yes 10 No 11 7. Which of these have you done in English? Most Students have done writing emails in English most. (16) 9 students have done writing essays in English. Interviews, online chatting, and presentation in English are the third most frequently done activity. (7) 8. What are your plans for the future? What job would you like? Working related to the economy, working in multinational enterprise (company), Working in a foreign company, Studying abroad, Working in a publishing company, Working in a private institute, Going to graduate school, English teacher, Entering law school, Interpretation and translation related work,

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9. Why are you learning English? Please, list three reasons. Students all know that developing English ability is necessary for various reasons. But, they seem to agree that having a good command of English helps them a lot in many ways such as getting a better job, making foreign friends, communicating with others from all over the world, Experiencing other cultures, and watching movies. However, some students answered that they just like English. 10. What parts of English do you have the most confidence in? Rank the following in order Most students answered that they have confidence in listening, reading and vocabulary. On the contrary, they answered they are poor at speaking and writing. There are some students having confidence in listening and speaking, and they all said that they don’t have confidence in test preparation, grammar, and reading. Some students answered pronunciation and speaking are the most difficult. 11. What expectations do you have in the GEP class this semester? Reading various kinds of reading materials, talking in English fluently, Improving writing ability, Having as many chances to use English as possible 12. What are the things that you would like to do in this GEP class? Number them according to your preference 13. What kinds of topics are you interested in? Only top 5 from 1 to 5 were counted.

Writing Essays 14

Vocabulary activities 11 Games/ fun activities 10

Grammar practice / Writing emails 9 Watching videos or movie clips 8

Writing a resume / writing business documents 7 Discussions 6

Pronunciation drills 5 Story writing 4

Using internet 3 Role play/ skits 2

Others speaking 1 Using audio tapes materials / writing poetry 0

They really want to improve their ability to write essays in English and improve their vocabulary. Also they want to do some fun games and activities, and grammar practice. Most activities they want to do are related to writing such as writing emails, wiring business documents, and writing a resume.

Travel 15 Language learning 12

Campus life, jobs & career 11 Music 10

Movies 9 Study abroad, friends 6

Dating/relationship, shopping, food(cooking) 5 Fashion, sports, holidays, art 4

Games, technology, family, cartoons, leisure activities 2 Social issues 1 Celebrities 0

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14. Is English your friend or enemy? More than half answered English is their friend to them than the enemy. But, 7 students said the English is their enemy. 15. I think I am good at English. More than half students said that their English is not good, and only five students said that they are good at English. 16. How would you rate your English reading proficiency? 9-rudimentary.14-moderate. None-commanding. 17. How would you rate your current English speaking proficiency? 9-rudimentary. 8-moderate 1-commanding. 18. How would you rate your current English writing proficiency? 10-rudimentary.11-moderate1-commanding. 19. Do you have any concerns about this class? They want to graduate from the university, want to improve their English ability, get a good score in this class

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Week 4 Informal Letter Writing Lesson Plan Reading Homework

Week 9 Formal Letter Writing Lesson Plan Reading Homework

Week 14 Persuasive Essay Writing

Lesson Plan Reading Homework

Lesson Plans 27

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Theme: Dating/ Relationships Function: Writing an informal e-mail/ giving advice Objectives: Students will be able to write an informal email that gives in advice in paragraphs Group members: 박진혜, 황선영, Christina Reading Homework Reading an article about dating tips and answering comprehension questions Reading a short article about how to write an email and correcting the errors in email Reading about general paragraph structure.

Time Activity Mentors’

Function Materials

7:50 – 8:00 Checking homework Whole class

Interaction

8:00 – 8:10

Activity 1

Appendix 1

Concentrate (Vocabulary matching)

1. Each group receives two sets of cards. One set has pictures or definitions and another set has vocabulary that are related to the reading homework.

2. Big sisters and brother put the cards face down on the desk.

3. Students take turn to flip the cards and match the definitions to the vocabulary. They keep the cards that they have matched

4. The activity continues until there are no more cards left on the table.

5. The student who has the most cards wins the task. Small prizes will be given out.

Small group

Picture

and

definition

cards

8:10 – 8:40

Activity 2

Appendix 2

Happy endings, bad endings.

1. 6 groups are divided into 3 classrooms. 2. After the activity is briefly explained, groups

follow each class instructor into different rooms. 3. In each room, students watch one short video

that is different from the other rooms. 4. After watching, one group has to make a happy

ending and the other has to make a bad ending within ten minutes.

Small group

and

whole class

Markers,

pens,

B4 papers,

ppt

Week 4 Informal Letter Writing Lesson Plan

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Time Activity Mentors’

function Materials

5. All groups come back to the main room. 6. Students watch all 3 video clips together and

share their endings with the class. 7. In groups, students vote for the best ending. 8. The best group is given a prize.

8:40 – 9:00

Activity 3

Dr. Love knows it all (Suggesting)

1. Students write about a problem, concern, or a question about dating on a piece of paper.

2. The instructor collects each groups writing and randomly give it to different groups.

3. Students will discuss the problem/concern/ question and write a good solution.

(5~7 sentences) 4. After 3 minutes, instructors collect the paper and

give them different group’s questions. This goes on until students gives advice to every group’s problem/concern/question.

5. Groups get back the advice written from other groups and vote for the best advice.

Small group B4 paper,

markers

9:00 – 9:10 Break time

9:10 - 9:20

Activity 4

Get to know yourself!(initial plan)

1. Each student get a psychological test sheet and write down the answers.

2. In the middle of the desk, interpretation cards for each question will be put.

3. Students take turns picking cards and reading the interpretations. Students share their own answer with group members.

4. Big sisters and brother make sure that students understand the interpretations.

Individual,

small groups

A piece of

paper,

pens,

interpretat

ion cards.

9:20 – 9:55

Activity 5

Match Makers (Making profiles)

1. Students look at a sample profile and get a basic idea to make a profile.

2. With their group members, students create profile of a woman. (Draw pics as well, 15mins).

3. 6 male profiles that are provided by the instructors are put up around the classroom.

Small group

interaction an

d whole class

Markers, B

4 papers

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Time Activity Mentors’

Function Materials

9:55 – 10:25

Activity 6

Email writing (continuous from previous )

1. Students write an email based on the male and female profile they have received from the previous activity.

2. E-mail task: Your male friend is going on a blind date with the woman. He writes an email to you for advice on going on a blind date with that woman. Write an email giving advice to your male friend based on the profile you have made.

3. Group members brainstorm with their big brother or sister about what to include in their e-mail..

4. Write an email to give advice for their friends.

Individual

work

Papers,

pens

10:25 -10:30

Homework assignment

Your foreign male friend has lived in Korea for a year as an exchange student

and it is his first time to go on a blind date with a Korean female. Although he

knows a lot about Korea, he does not know anything about the culture of

Korean blind dates that are very different from his country. Your friend sends y

ou an e-mail, asking advice the etiquettes about Korean blind dating. Give

advice about blind dating etiquettes in an e-mail format.

당신에게는 한국에서 1년 산 외국인 교환학생 친구가 있습니다. 친구는 한국

여자와 소개팅을 하게 되었습니다. 한국에 대해서 많이 아는 친구이지만 한국

소개팅 문화는 자신의 나라와 많이 다르다고 합니다. 친구가 당신에게 한국의

소개팅 에티켓에 대해서 조언을 달라고 이메일을 보냅니다. 이메일 형식을 바탕

으로 한국의 소개팅 에티켓에 대한 조언을 해주세요.

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Vocabularies and definitions used in the activity Awkward – embarrassing and difficult to deal with Expectant – excited because people think something interesting is about to happen Faux pas – a socially embarrassing action or mistake Affliction – something which causes physical or mental suffering Punctual – do something or arrive somewhere at the right time and are not late Impression – what you think a person or thing is like, usually after having seen or heard them Compliment – a remark that says something good about someone or something Flattering – praising you and saying nice things about you in a way that is not sincere Approval – the belief that something or someone is good or acceptable : a good opinion of someone or something Proactive - controlling a situation by making things happen or by preparing for possible future problems like-minded - having similar opinions and interests Desperation - a strong feeling of sadness, fear, and loss of hope Instability - the quality or state of being unstable: the state of being likely to change Turnoff - something that you dislike or that causes you to stop being interested in or attracted to someone or something Impress - to cause (someone) to feel admiration or interest scoping – looking at someone or something especially in order to get information courtesy - polite behavior that shows respect for other people

Appendix 1 Task 1. Concentrate

Appendix 2

Task 2. Happy endings, bad endings

Websites for video clips

http://www.askmen.com/dating/doclove_300/377_relationship_expert.html

http://www.topdatingtips.com/dating-rules.htm

http://daskalogi.edublogs.org/files/2011/02/writing-an-informal-email-to-give-advice-

2blt7y4.pdf

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Psychological questions. Find out more about yourself!

< Questions> 1.Imagine there are bugs in front of you. How many are there? 2.You are walking in the jungle and suddenly an animal darts out from nowhere. What is this animal? 3.You are going to sit on a chair and cross your legs. Which leg goes on top? 4.When you pour yourself a cup of juice. How much do you pour? 5.Imagine there are candles lit in front of you. How many are there? 6.How long can you chew on gum? 7.A large ship is in the harbor and is about to depart. How many times will the ship whistle? 8.You go into a room which is completely white. How do you feel? 9.You are going to cross a desert. How many shoes will you take with you? 10.You open the cupboard to drink a cup of hot chocolate. How many cups are in the cupboard? 11. The baby is crying, the doorbell is ringing, and the water is boiling. In what order will you take care of these problems? 12.You are walking down the street and you see an abandoned house. Is the door open or closed? 13.It’s your first time on an airplane. How do you feel when it departs? 14.You are going to build a house. Are you going to build your ceiling high or low? 15.The Angel of Death says you are going to die. If you are given a last day on earth, what will you do?

<Answers> 1.The number of people that annoy you. 2.How people see you as an animal. 3.What you consider first when you see a person. Left leg: personality/ Right leg: appearance 4.The amount of your self esteem. 5.The number of people you can love at the same time. 6.The longer the time, the longer your relationship with a person. 7.How long you can kiss. 8.How you feel when you die. 9.The number of people you will date before you get married. 10.The number of true friends. 11.The factors that you consider important in the opposite sex(male/female). Baby: personality / doorbell:appearance / water:money 12. How open you are to other people. 13. How you feel on your first kiss. 14. Your pride 15. What you want to do right now.

Appendix 3

Task 4. Get to know yourself

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Appendix 4

Task 6. Matchmakers sample profile

• Name: Shrek

• Gender: Male

• Birthdate: Dec, 31st, 1985

• Nationality: Neverland

• Height: 185cm

• Weight: 112kg

• Marital status: single

• Current occupation: Prince of Neverland

• Education: Sookmyung univ. Graduate school of TESOL

• Major: Ballet

• Hobbies: eating, cooking, origami, flower decorating,

• Hopes and plans for the future: Wants to go to the military twice

• Ideal type: Looking for a kind and understanding woman who can dance 강남스타일 with him everyday

• Name: Psy • Gender: Male • Birthdate: Dec, 31st, 1989 • Nationality: North Korea • Height: 189cm • Weight: 110kg • Marital status: single • Current occupation: worldwide celebrity • Education: Sookmyung univ. Graduate

school of TESOL • Major: Ballet • Hobbies: eating, cooking, origami, flower

decorating, • Hopes and plans for the future: Wants to

go to the military twice • Ideal type: Looking for a kind and

understanding woman who can dance 강남스타일 with him everyday

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#01. What is a paragraph A paragraph is generally about 6 to 12 sentences all of which serve to support a single, main idea. A paragraph necessarily contains a topic sentence and a body. The topic sentence communicates the main idea and should also have a controlling idea, for example, an opinion or statement of belief. The paragraph body makes up the rest of the paragraph and consists of sentences which support the topic sentence. These sentences back-up and further illustrate the main idea presented in the topic sentence by listing examples, giving explanations, or providing specific details. To use an example, a persuasive paragraph may include a topic sentence which states an opinion, and a body of supporting sentences containing facts and examples which defend that opinion. There are three main parts of a standard English paragraph and they generally occur in the following order. Introduction - topic sentence *Following linguistic notation, parenthesis around the conclusion indicates that it is an optional element. The topic sentence is the single most important part of the paragraph. As mentioned before, the it gives the reader the main idea and must clearly state what the paragraph is about. As it is usually the first sentence it must also catch the reader’s attention. There are 4 attributes of an effective topic sentence. It must be a complete sentence. It must contain a specific topic. It should be a statement of belief. It must be iconic. Body The body provides the support for the topic sentence. As such it must be directly related to the topic sentence. There should be no elements that do not support the topic sentence. The points in the body should be carefully chosen based on their value in making the reader understand what you mean in the topic sentence and should also be ordered for maximum effect. Look at the two examples below to get a feel for this. Read them carefully and try to decide why and how the writer ordered the sentences in the way she/he did.

Week 4 Informal Letter Writing Reading Homework

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Example 1 John Saeed’s formal semantics class was the hardest course I have ever taken. First of all, the subject itself was very difficult. There was a lot of math involved as well as equations which revolved around logical probability charts. It was even more difficult because the approach seemed to be very far from reality for example the use of truth conditions as a means of ensuring the validity of a given statement. In addition, the textbook we used was quite badly written. The examples were unsuitable and the wording of the explanations was often awkward and hard to follow. Finally, there were many assignments. We always had long readings to do as well as a weekly set of problems based on that reading which had to be solved correctly. In the end of the course, we had to submit a 15-page research paper on a sufficiently obtuse topic of our won choosing. I certainly hope that I never have to take another class as difficult as John Saeed’s formal semantics class. Example 2 At my university, student identification cards are absolutely necessary. All students need them just to enter the campus. Guards stand at all gates checking to make sure only students with valid IDs get into campus. In order to eat in the cafeteria you also need your card because they don’t accept cash. The cost of the food you buy is deducted from a bank account that is accessed via the student identification card. Students also need to show their cards when they register for classes. It would be impossible to function as a student without identification cards. (Conclusion)* The conclusion is an optional element in the paragraph. It usually serves one of two purposes, but may sometimes manage to do both. Primarily, the conclusion serves to remind the reader of the point that is being pursued in the writing, as originally expressed in the topic sentence. For that reason, often the conclusion is a simple paraphrase of the topic sentence. The conclusion also serves as a link to the next main idea in a longer piece of writing.

#02. Dating tips No one ever said dating was easy. First dates are awkward, second dates are expectant and the dates that follow that -- during which two people really start getting down to the business of getting to know each other -- present hundreds, if not thousands, of opportunities for missteps, faux pas, blunders and mistakes. That is to say nothing of the myriad chances for problems to which you could fall prey while arranging, planning and preparing for dates. We call too often or not enough, we're too available or never around, we wear sandals to fancy restaurants, laugh hysterically at bad jokes, show up with blue carnations, gab on our cell phones during dinner and commit countless other dating crimes, mostly without realizing we’re doing it. No doubt about it -- bad dating behavior is an affliction, and it's time to cure it with some common sense advice. If dating is a game, then just like any other game, there are rules you need to study, learn and follow. After all, you wouldn't take the field without knowing where the base lines are,

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would you? While none of these do's and don'ts are set in stone -- and, as your mother told you, there are obviously exceptions to every rule -- here we attempt to equip you with an idiot-proof playbook for the fast-paced, intense, exciting, full-contact sport of searching for someone with whom to fall in love. 1) Dating Rules -- Do's

1. Do try to always look your best and be punctual. Showing up late or looking messy gives the impression that you don't care -- and, if that's the case, why go out with this person in the first place?

2. Do try to enjoy yourself on dates. Yes, finding your soul mate is serious business, and it can sometimes even be a scary endeavor, but keep in mind that this is supposed to be fun.

3. Do compliment your date on how he or she looks. Men and women tend to put a lot of effort into getting ready for a date, and it's nice (and flattering) to hear that all that energy paid off.

4. Do be interested and interesting. Ask questions, share insights and pay attention when your date is telling you what they like to do, read, watch, listen to, etc.

5. Do tell someone directly if you're not interested in seeing them again. Lying people along simply because you're too scared to tell them the truth is selfish and hurtful. If you don't want to go on another date with someone, let them down as gently -- but firmly -- as possible.

6. Do date only people you're attracted to, no matter what your friends say. Approval by your peers doesn't prove a thing.

7. Do stay positive, even when dates don't end well. It is most certainly true that you will date a few frogs before you find a prince. Along the way, you will probably meet some pretty nice people.

8. Do plan ahead. Dating is a creative diversion that requires concentration and energy, so make arrangements ahead of time and let your date know you put some thought into the evening.

9. Do be proactive about finding people to date. The man or woman you've been searching for your whole life is probably not going to come ring your doorbell and beg you to go to dinner anytime soon. Dating requires action, so get out there and meet as many people as you can.

10. Do surround yourself with positive, like-minded people who are dating, too. Part of the fun of dating is celebrating, comparing notes and commiserating with your friends. Surround yourself with positive people who are rooting for you to succeed at love and will be there for you if/when you need emotional support

2) Dating Rules -- Don't

1. Don't call, text message or email someone you've just started seeing more than once a day unless they reply (or in the event of an emergency). Desperation and instability are major turnoffs.

2. Don't date the kind of people who've hurt you in the past. Many of us are attracted to people who are bad for us, but it's important to break these patterns and seek out healthy relationships with matches who won't demean you or make you feel bad about yourself in any way.

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3. Don't be late for a date. It's just rude. If you have to change your plans, give the other personal as much notice and consideration as possible. And always apologize.

4. Don't lie to your date or about any aspect of your life, even if the truth isn't as sexy or you're worried they won't like it. It would be awful to ruin a potentially life-changing relationship with your perfect match because of some silly lie you told early on to impress him or her.

5. Don't be too available. We don't mean you should play games, but if you're free every night, you're probably not taking care of yourself, pursuing your own interests and spending time with your friends -- which means you're probably not very interesting to talk to. People with full, exciting lives make the best dates.

6. Don't give away too much about yourself at the beginning. Revealing your innermost secrets on the second date can lead to rejection. Don't be scared to open up, but remember that getting to know someone takes time, and you should let your relationship evolve.

7. Don't check out other people when you're on a date ever. This is just tacky. You may think you are subtle, but while you're scoping the cutie in the corner, your date will be heading for the door. Extend your partner the courtesy of concentrating solely on them while you're with them.

8. Don't be rude or get drunk on a date. Courtesy and manners will get you everywhere.

9. Don't ignore your personal safety. Carry your cell phone and keep it charged -- and make sure to tell your friends where you're going and when you'll be back. First dates should take place in well-lit public places. Don't ever let yourself be coerced into going anywhere or doing anything that makes you uncomfortable.

10. Don't give out personal information like your home phone number or address on the first date. Keep these details to yourself until you trust the person you're dating.

#03. How to Write an Informal E-mail Take a casual approach with informal email to friends, family and colleagues. If you are accustomed to writing formal email messages while at work, doing academic research or when corresponding with businesses from your home computer, you might be curious about how to approach writing an informal email. Just as you wouldn't speak in formal, carefully constructed sentences when gossiping with someone at the market or when discussing a movie with your friends, you also wouldn't use formal language when typing a casual email.

< Instructions > 1. Greeting Hi / Dear.....(+first name) Start off with a pleasant, casual greeting, such as "Hi," "Hey," or "Howdy." Address your recipient by her first name, or a nickname. If you are writing to a family member, you could write something like "Hey, Sis," or "Hi, Dad!“

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2.Body Type casual or slang expressions if you and your recipient already communicate that way when you speak. For example, you might write something like, "I have to go to the factory for an inspection next week" in a formal email, but in a casual email, you could type something like, "I gotta go get the muffler replaced tomorrow. Wanna meet for lunch while they work on my car?“ Don't capitalize the beginning of every sentence if you want to convey a very relaxed, breezy and informal tone. Disregarding formal punctuation or capitalization signals to your recipient that your email is informal. Type paragraphs as your mood or emotion dictate, rather than following an organized, logical flow as you would in a formal message. For example, you might begin with describing a recent event, and then switch topics without warning to explain about something unrelated but that you know will interest your recipient. 3. Closing: • ask what your friend is doing • express hope to see him/her soon 4. Signing off: End the message with a friendly farewell, such as "Cheers," "See you later," or "Love," instead of the more formal types of sign-offs such as "Sincerely Yours," or "Yours Truly.“ - Informal Ways- Yours Love Lots of love Your friend followed by your first name. - Formal Ways- • If you want to be absolutely safe etiquette-wise, end your email with: Sincerely, Your Full Name This is commonly accepted practice when writing professional emails as of the date of publication. If you feel uncomfortable with the previous choice, however, there are plenty of other acceptable choices, such as: Yours sincerely, Your Full Name This is slightly more formal, and to be used when you know the recipient's name. Another option is to use: Yours faithfully, Your Full Name This is generally used when you don't know the recipient's name and start the email with "Dear Sir/Madam." Still another option to consider is: Best regards/Best wishes, Your Full Name or First Name

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-More Useful Expressions - it was great to hear from you (hear from someone = have news) I was very glad to catch up with you (catch up with someone = learn someone's news) Sorry for the delay to get back to you but I've been really busy lately. I'm jammed up with work. (=too much work) You asked me to tell you about _____ so here goes! What's up with you? What's happening with you? I miss you. Write soon. Can't wait to hear from you. Hope all's well with you and yours. TIP Use an informal, chatty language but avoid electronic language (e.g. how r u? what's 4 dinner tonight?). This is definitely not English!

Dear, Mr. William. . .

I really appreciate your email. It sounds like you're having a great time in London.

You asked me to tell you about my new job, so here goes!

Well, for a start, the company I work for now is quite big. There are about 1,560

employees but there's only one guy I really like to hang out with. His name is Peter

and he is a pretty cool guy. He's asked me out twice so far and I'm beginning to

really fall for him. I'm getting on well with my boss at the moment. I have to! I'm his

executive secretary, you know. He seems to be a really nice man, yet he tends to be

rather unreasonable at times! Ah well, I'll survive. Paris is an amazing city which I

hope to explore in my free time.

What's up with you? Write soon and tell me everything. I really miss you and I would

be very grateful if you could reply.

Sincerely Yours,

Alice

[email protected]

Directions: Correct 5 errors appropriately in this informal email based on the information in the article you read. Situation: Jack has received an email from his friend Alice who has moved overseas for her new job. Here's Alice's email:

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Theme: Jobs/Career Function: writing a formal letter/revising Objectives: students will be able to write a formal cover letter and revise their writing. Group members: Jinhye Park, Sunyoung Hwang, Christina Homework Assignments 1. Students will read tips about writing a cover letter. 2. Students will read an article on how to revise writing.

Time Activity Mentors’

function materials

7:50 – 8:00 Checking homework Whole class

Interaction

8:00 – 8:15

Task 1

Golden Bell

1. Students will be given white boards and markers.

2. The class leader will ask questions (appendix 1)

regarding the reading homework and students will

write down the answers on their white board.

3. The group who has the points wins the game and

will receive a prize.

4. Rules

① One question is worth 10pts. Wrong spelling

worth 7pts. Half correct worth 5pts.

② Students must raise their answer sheet after

sound effects. If their late no points will be

given.

③ Group leaders please do not help them in this

task.

Small group Big sheets

of blank pa

per and ma

rkers

8:15 – 8:45

Task 2

Who am I?

1. Pairs will receive two blank pieces of paper which

have numbers on the top.

2. Students will look at a sample description

(appendix 2) about a job and guess the answer

together.

Small group

and whole

class

Blank

pieces of

paper,

markers

Week 9 Formal Letter Writing Lesson Plan

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8:15 – 8:45

Task 2

3. In pairs they will pick two jobs they find interesting and write down the descriptions.

4. After they have written the descriptions, they will stick their descriptions on the wall in order.

5. Students will be given an answer sheet and in pairs they will go around the room, read the descriptions, and write the answers.

6. As a whole class, the class leader will check their answers and students will check how many they got right.

7. The pair who has the highest score, wins and receives a prize.

Small

group and

whole

class

Blank

pieces of

paper,

markers

8:45-9:05

Task 3

Making Future plans

1. Assign your students pair A and pair B.

2. Pairs will choose one resume amongst them (Resume

writing will be done as reading homework).

3. Pairs A and B will swap their resumes.

4. Based on the resume pairs will have to decide which job

suits the job seeker.

5. Students will be given an action plan sheet (Appendix 3)

, and they must write the future plans for the job seeker

in pairs.

Pair work Resume,

Future

action

plan

worksheet

9:05 – 9:15 Break

9:15 - 9:45

Activity 4

Writing a Cover letter

1. Students will get back their action plan sheet.

2. Based on the job they were chosen for they will write a

cover letter in pairs.

3. Sample cover letter (Appendix 4) will be briefly ex

plained.

4. Reading homework will be allowed to use.

Pair work Cover

letter

sample,

cover

letter

form

9:45– 10:1

5

Activity 5

Revising your letter

1. One pair from each group will switch their seats.

2. Student will be given revising checklists (Appendix 5,6).

3. Based on the checklist, students will peer edit other

pairs work.

4. After 10 minutes, pairs orally discuss the feedback and

clarity comments.

Pair work,

group

work

Revising

checklists

, peer

editing

checklists

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10:15 -10

:20

Giving Homework assignment

Go to http//www.monster.com Look at the job advertisem

ents and choose a place you would like to work for. Copy an

d paste the ad and write a resume and cover letter for the c

ompany considering your personality, skills, majors.

http//www.monster.com 에 가봅니다. 구인광고 중에서

마음에 드는 직업과 직장을 선택합니다. 그 회사에 보낼

이력서와 자기소개서를 써오세요. 구인광고도 반드시

첨부해주세요. 교수님이 어떤 회사인지 아셔야 합니다.

첨부 안 하면 점수 깎여요.

Appendix 1- Golden Bell Questions 1. Name three parts of a paragraph. A: topic sentence, supporting sentences(details), concluding sentence.

2. What is the document used to present a person’s skills or experience?- A: a resume 3. What is the letter you send with your resume to provide extra information for the job you

are applying for?- A: A cover letter

4. Name three parts of a cover letter. A: contact information, greetings/salutations, first paragraph, second paragraph, final

paragraph+complimentary closing, signature.

5. What information must you include in the first paragraph of a cover letter?- A: What position you are applying for, why you are interested in this job 6. What must you include in the second paragraph of a cover letter? A: Why you feel you are qualified for the position, why the employer should select you

for an interview.

7. What must you include in the final paragraph? A: how you will follow up, thanks to the employer for considering for the position. 8. What do you call the process of checking your writing again? A: Revising 9. Name two things that you must do when you are revising your writing. A: topic sentence, paragraphs, consistency, punctuation, spelling errors, capitalizing, etc.

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Appendix 3 Task 3. Making future plans.

My Action Plan for the future A career I choose for the future is The special training and skills (human capital) I need for this career are Where I can gain the skills I need for this career:

Appendix 2 Task 2 Sample descriptions and template < Sample description> You can usually find me in schools. My job is a highly accomplished and recognized academic, and the title is awarded only after decades of scholarly work. Who am I? < Job description template> Where do you work? What are your qualifications? What are your skills and experiences?

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Appendix 4 Sample cover Letter Writing Christina Lee 30x-50x, Ganari pruzio apt Yeok sam-dong, Kang nam-gu, Seoul, 123-456 010-26xx-73xx [email protected] [October 16th, 2012] Professor Stephen van Vlack Editorial assistant position Sookmyung Publishing Company Cheongpa-ro 47-gil 100, Yongsan-gu, Seoul 140-727 Dear Mr. van Vlack, I would like to express my interest in a position as editorial assistant for your publishing company. As a recent graduate with writing, editing and administrative experience, I believe I am a strong candidate for a position at the Sookmyung Publishing Company. You specify that you are looking for someone with strong writing skills. As an English major, a writing tutor, and an editorial intern for both a government magazine and a college marketing office, I have become a skilled writer with a variety of experience. Although I am a recent college graduate, my maturity, practical experience and eagerness to enter the publishing business will make me an excellent editorial assistant. I would love to begin my career with your company, and am confident that I would be a beneficial addition to the Sookmyung Publishing Company. I have attached my resume for your review. Thank you for your time and consideration. Sincerely,

Christina Lee signature

Final paragraph and complimentary closure

2nd paragraph

1st paragraph Salutations/greetings

Employer contact information

The Date

Your contact information

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Appendix 5 Task 5. Self-editing worksheet Here is a list of questions that will help guide a writer in their final revision. Look at the questions carefully and use them when you are revising your writing.

Format

My letter includes my contact information

My letter includes appropriate salutation/greetings.

My letter includes three paragraphs.

(First, middle, and concluding paragraph)

My letter has a complimentary closing.

My letter includes my signature.

yes no

yes no

yes no

yes no

yes no

yes no

Content and Organization

My letter fits the assignment.

My letter includes why I am qualified for my job.

My paragraphs have a topic sentence.

My paragraph contains several specific and factual supporting sentences.

My letter ends with an appropriate concluding sentence.

All of my sentences are directly related to my topic.

yes no

yes no

yes no

yes no

yes no

yes no

Mechanics

I put a period after every sentence.

I used capital letters correctly.

I checked my spelling.

yes no

yes no

yes no

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Yes No Comments

1. Are the topic sentences easy to find?

Please underline them.

2. Are paragraphs used to organize

information?

3. Is the introduction effective?

4. Is the main idea clear, with a sense of

purpose?

5. Is information placed in logical order?

6. Is there enough supporting evidence?

7. Does the writer stay on topic?

8. Is the writing interesting?

9. Does each sentence begin with a

capital letter?

10. Does each sentence end with a

proper punctuation?

11. Are there any spelling errors?

(underline please)

12. Are there other words that should be

capitalized?

13. Is the conclusion effective and

relevant?

14. Is it easy to read?

Other comments:

Appendix 6 Task 5. Peer Editing Form Take a look at your partner’s paragraph and check off the box next to each question, and write a brief comment that will help improve your work. Underline or circle the changes. Peer editor: Date: Author:

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#01. Tips on How to Write a Cover Letter What is a cover letter? A cover letter is 1-page letter sent with your resume to provide

additional information on your skills and experience. A cover letter typically provides detailed information on why you are qualified for the job you are applying for. Effective cover letters explain the reasons for your interest in the specific organization and identify your most relevant skills or experiences. A cover letter typically accompanies each resume you send out. It helps readers know why and what you are applying for. Thus a cover letter should be written to get the employer’s attention before checking your resume. Cover letters can be the deciding factor between getting called for an interview or being passed up for another candidate who submitted something better. To make sure your cover letter helps you land the interview, keep these do's and don’ts in mind when you're writing:

Do create a customized cover letter for every company and position so it specifically

relates your skills to the job you are applying for. Do take the time to find out the hiring manager's name, and open the letter with a

proper greeting. Do identify the position you're applying for, including the job code or reference number

(if there is one). Do maintain a confident, enthusiastic tone. Do proofread repeatedly (typos and grammatical mistakes are a huge turn-off)! Do ask someone you trust to critique and proofread your cover letter. Do indicate how you will follow-up, typically with a phone call or an email. Do thank the company for their consideration. Don't go beyond one page. In most cases, three or four paragraphs are enough to tell

your story. Don't try to be humorous. Humor is subjective; it can make you seem unprofessional

rather than personable. Don't resort to cliches, exaggerations, or false flattery. Don’t assume spell-check will catch all errors! Don't simply repeat claims you made in your resume. Instead, highlight the most

impressive accomplishments from your resume and describe the story behind them. More specifically, there are some cover letter basics. A cover letter should answer the

question – “Why should I hire you?” To do so, your cover letter (1) states your intent to apply to a position or organization; (2) highlights why you are interested in the position/organization; and (3) explains why you feel you are qualified based on your experience. Here are some information to include in your cover letter.

Week 9 Formal Letter Writing Reading Homework

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< Cover Letter Format> Your Contact Information Name Address City, State, Zip Code Phone Number Email Address Date Employer Contact Information (if you have it) Name Title Company Address City, State, Zip Code Salutation Dear Mr./Ms. _______: (you should always try to address your letter to a specific person rather than “To Whom It May Concern:”) Body of Application Letter The body of your application letter lets the employer know what position you are applying for, why the employer should select you for an interview, and how you will follow-up. First Paragraph The first paragraph states why you are writing and to which position you are applying. In this first paragraph, you should also include a general statement of why you are interested in the position. This statement can range from past experience in the field, a desire to gain experience, or how you feel your education or past experience will benefit the organization. The goal is to quickly catch the reader’s attention and make him or her interested enough to continue reading. Although many cover letters you see will begin with phrases like, “I am extremely interested…” or “I am writing to express interest in…” that is oftentimes not the best approach. Instead, try to be creative and think of another way to start your cover letter.

Middle Paragraph(s) - Second/Third Paragraph: The second and third paragraphs outline why you feel you are qualified for the position by highlighting specific accomplishments and experiences and then showing how those accomplishments/experiences are relevant to the position. In other words, you are not simply restating the information you have listed on your resume. Instead, you are showing the employer how you are the ideal candidate for the position – you do so by citing specific, relevant examples from your background. Remember, these examples can be drawn from classes, community service, activities and interests - along with your work experience. 4

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Suggestions before you begin writing this part of your cover letter:

• Read through the job description and create a list of the specific skills or characteristics the employer emphasizes. The employer may be looking for an applicant with strong computer skills, research ability, analytical skills, leadership, initiative, dedication, or specific experiences. Take the time to write down those skills so you have them in front of you as you begin to write. • Next, look at your resume and write down 1-3 examples from your background that highlight those skills you’ve just listed. These examples may be from your work/intern

experience, but can also include coursework, honors/achievements or extracurricular or community service activities.

• By doing this small task before you begin writing, you ensure two things: One, that you highlight those skills for which the employer is looking; and two, that you use the best examples possible to illustrate how you are the ideal candidate for this position.

Final Paragraph + Complimentary Close

The last paragraph basically states: Enclosed is my resume (and any other requested information).Conclude your application letter by thanking the employer for considering you for the position. Include information on how you will follow-up.(e.g., I look forward to meeting with you to discuss the position; Please contact me if you require further information; and Thank you for your time and consideration.)

Sincerely, Signature

< Exercise> A. Based on the given information, write ‘should’ or ‘shouldn’t’ in the blanks. 1. You _______________write a perfect cover letter so that you can use it over and over. 2. You _______________identify all of the skills and experiences, even if they are not relevant. 3. You ________________state where you learned of the position and the title of the position you are applying for. 4. You ________________ explain the reasons for your interest to let the receivers know why you are interested in the company. 5. You _______________ use some trite phrases and expressions to make your cover letter easy to read. 6. You ________________ indicate how you will follow-up, typically with a phone call or an email. 7. You _______________ include detailed information just like your resume. 8. You _______________ write more than a page in general. 9. In your cover letter, there ______________ be at least 5 paragraphs. 10. You ______________ be humorous for being professional. 4

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I firmly believe that I will be a good fit in The ABC Consulting Group's collaborative,

entrepreneurial, and intellectual culture. I am excited at the prospect of working for

The ABC Consulting Group upon graduation and have enclosed my resume for your r

eview. Thank you for your time and consideration.

Ian Cole

36 Dudnely Road, Mission Bay

Auckland, New Zealand, 2022

64-123-4567

64-27-123-4567

[email protected]

1

I am a second-year Smith Business School student interested in interviewing for a

full-time Consultant position with The ABC Consulting Group. I believe that The ABC

Consulting Group has the ideal culture in which to pursue my goal of becoming a

strategic business leader and thinker.

Mr. Johnson

Full time consultant position

The ABC Consulting Group

123, Remuera Road, New Market

Auckland, New Zealand, 2022

Dear Mr. Johnson,

Ian Cole

My professional experience and Smith Business School education prepare me to be

successful at The ABC Consulting Group. Leading a high-level project to develop a

China entry and growth strategy in the "new media" industry for Television Networks

Asia gave me invaluable global strategy experience. Furthermore, interviewing senior

executives and entrepreneurs of top media and technology companies gave me the

unique opportunity to engage in high level business discussions with leaders of

industry. While at DEF Consulting as a consultant, managing global information

security projects gave me experience in the consultative and client service approach.

As a joint-degree student (MBA/MA International Studies), I have the flexibility in

both language and culture to operate successfully in many different contexts. Finally,

as a musician and producer of my own record, I have developed the capacity to think

creatively and entrepreneurially.

October 30th, 2012

Sincerely,

Ian Cole

B. Put the parts in the right order to complete this given cover letter based on

the given format above.

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*This is the template of resume. Fill in the blanks using your personal information. (This resume will be used in the class) __________________ [name of the applicant] ____________________________________ [correspondence address of the applicant] _______________________ [contact number] ____________________ [mobile phone number] ___________________ [email id] Objective: After my graduation I want to work as a _____________________ [position in which the individual wants to work] in the field of ________________ [field in which the individual wants to pursue his career]. Special abilities: I have the ability to meet work deadline in order to ________________ I have work flexibility as ____________________ I am very sincere ___________________ Skills sets: Complete knowledge of ________________ Thorough understanding of __________________ Educational Qualification: Pursuing graduation in ________________ [name of the course or degree] from ____________ [name of the institute or university]. Prospective year of completion of graduation ____________ Completed high school from ____________ [name of the school]. Prospective year of completion of high school ____________ _______________[ Here the candidate needs to mention about any other degree, course or diploma completed by him/her] Achievements: Awarded with ____________[ name of the award] by ___________[ institution giving the award] in the year ____________[ year in which award was received] ________________________

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#02. Revising ▶ Revising the First Draft There are two main functions involved in revising. The first is correcting grammar, spelling and punctuation mistakes. It is beyond the scope of this class to deal with this comprehensively so we will limit the focus to areas in grammar and punctuation which Korean students have typically had difficulty with. The second function of revising is altering vocabulary, sentence structure, and word forms to make the text easier to understand and also more vibrant and interesting. Texts altered in this way are more enjoyable to read and therefore more effective. This will be the major focus of this section. As you revise and rewrite, you should ask yourself the following questions: - Are all the paragraphs sensitive to the purpose and audience? - Do all the paragraphs have a clear topic sentence with the right degree of specificity? - Do all the paragraphs have unity and support? (Does each sentence relate to the topic sentence and do the paragraph bodies comprehensively support the topic sentence?) -Do all the paragraphs have coherence? (Does it bind together?) ▶ Purpose and Audience Special consideration should be given to the purpose of the paragraph and also the type of people you are writing to. Ask yourself first - What is the purpose and does the paragraph achieve it? If not, rewrite while concentrating on the purpose. The next consideration is the audience. Ask yourself - Who is the audience and does the vocabulary, content and style suit the reader`s level, interests and preferences? If not, revise or even rewrite as necessary. ▶ Clear topic sentence with the right degree of specificity What is the topic sentence? The topic sentence is the single most important part of the paragraph. As mentioned before, it gives the reader the main idea and must clearly state what the paragraph is about. As it is usually the first sentence, it must also catch the reader`s attention. There are 4 attributes of a good topic sentence. - It must be a complete sentence. - It must contain a specific topic. - It should be a statement of belief. -It must be iconic. A complete sentence Make sure that your topic sentence is complete - that it has a subject and a verb. My friend’s one annoying habit is a topic but not a complete sentence. My friend has one annoying habit (and it drives me crazy) is a full sentence.

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A statement of belief Facts are boring. Your writing should be powerful. There is no point in writing unless you are giving the reader your viewpoint. The exception is informative writing when you are explaining a procedure or describing a scene. Even then, your thoughts may make the writing more interesting. If your writing is more interesting you are considering your audience. Iconic This means that your topic sentence should be like an arrow and point down to the rest of the paragraph. The reader, after reading the topic sentence, should have a very good idea of what will be presented in the rest of the paragraph. For example: There are 3 aspects of Helen`s character I really like. lets the reader know exactly what is going to be discussed in the body. Your arrow can even be more pointed: I really like Helen`s honesty, generosity and patience. A general statement and also specific. This might sound like a contradiction. But in other words, the topic sentence has to have the right amount of breadth and specificity. The topic sentence is a general statement but should not be too broad: - If the topic sentence is too broad, it would be impossible to support in one paragraph: Dogs are good pets. There are so many reasons why dogs are good pets that it would be impossible to include them all in one paragraph. - On the other hand, a topic sentence which is too specific gives too many details so that supporting sentences become unnecessary: My dog barks in a raspy way on rainy days because of the dampness. All the details have already been given so there`s nothing else to write about. - A good topic sentence therefore needs to be a balance between being very specific and being broad: Our dog has 3 annoying habits. This could easily be supported in one paragraph. ▶ Making your writing more vibrant and interesting Parallel Structures We know from before that sentences should be organized in some kind of logical order. However, wherever possible parallel phrasal and sentence structures should be used. Consider these examples: 1. A puppy eats when it needs food, drinks when it`s thirsty and yelps when it is not comfortable. Likewise, babies drink when they are thirsty, eat when hungry and cry when something is wrong. This example illustrates sentences that are not parallel. The order used in the two sentences are different. The first sentence lists eating first whereas the second sentence lists drinking first. Also, the first sentence uses the plural form while the second sentence uses the singular form. A puppy eats when hungry, drinks when thirsty and yelps when uncomfortable. Likewise, a baby eats when hungry, drinks when thirsty and cries when discontented.

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2. You should be doing more eating, drinking and you should rest. Here the verb forms are different. You should be doing more eating, drinking and resting. 3. The car sped across the street and through the alley where it raced down. Here the prepositional phrases are not parallel: The car sped across the street and raced down the alley. Consistency Checking for consistency involves checking for consistency of tense, person and number. First, make sure that your writing is always in the correct tense. If you are writing a narrative about something that happened in the past, then your writing should all be in past tense. If there is a shift in tense, there should be a reason for it. Fun Exercise Read the sentences below for meaning and then fix the verbs so that they are consistent in tense. 1. Smithers Jones walks calmly into the room, goes up to Molly and smacked her right across the face. 2. Before crossing the street, it is important that you looked both ways. 3. The door was locked as the ghost decides to walk through the wall and into the bathroom. 4. William promised that he will kill me if I didn’t feed his dog. 5. As soon as she saw Harry she knows that he is the man that she would marry. 6. In the last hurricane, the wind blew so hard all the pictures fall off the wall. 7. Jim’s fingernails grow so fast he wondered what to do to stop them. 8. Have you ever heard the joke about how the number 7 eats 9? 9. As soon as the phone rings I felt impelled to pick it up. 10. Morris storms into the doctor’s office and demanded to know when he can sit down again. Second, check your writing for consistency of person. You should write in the 1st person, 2nd person or 3rd person. Combinations are generally not acceptable. Another Fun Exercise Correct the shifts in person in the sentences below 1. I want all of you to know that they should never cheat on our homework. 2. Club members interested in going on MT should bring your registration fee. 3. Thankfully, the cup she broke was on of their own. 4. People often find yourselves amazed when you visit Cheju. 5. The good student never knows that a good pen makes you write better. 6. If a computer fell on you it would probably break his head. 7. She wanted to know if he had gotten a good score on her last test. 8. One should do their best no matter what the cost.

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Third, your writing should have consistent number. That is, don`t mix singular and plural. Still Another Fun Exercise Correct any problems with number in the sentences below. 1. Rina really loves German beers but is often sad because it is so expensive. 2. Mary was wondering why John bought 2 car. 3. The peoples of the Amazon basin were often killed for its land. 4. I always try to eat peas and corn when I can get it. 5. The Trinity College library has more books in their collection than any other library in Ireland. 6. I am angry because Udo borrowed a few pictures from my photo album and lost it. 7. Men have many more responsibilities than he thinks. 8. Holly was hurt when 2 cat fell on her head. Now, let’s take a look at a sample paragraph and compare the first and final draft. First Draft: Behaviorists use results from animal experiments to support their theory of learning. Experiments consist of putting mice into a maze, which is a series of tunnels. Most of the tunnels have a dead end but some lead to the exit. The mice reach the exit they are rewarded with some food. They may be given a mild electric shock when they enter a dead end tunnel. A stimulus response mechanism is where the mouse learns to give a response in return for some stimulus. With practice the mice become quicker at finding the exit, their learning coming as a result of being rewarded for making the correct choice. Behaviorists claim that this is proof of their theory of learning. As we read it we can see that the writing seems disjointed. Sally decides to use some transitional expressions and combine some of the sentences. Also, one of the phrases in the second last sentence `Their learning coming as a result of being rewarded for making the correct choice` is a little confusing so she rephrases it. Here is a list of questions that will help guide a writer in their final revision. Look at the questions carefully and use them when you are revising your writing. 1. Is the topic sentence easy to find? Underline it. 2. Is the topic sentence interesting? Is it an expression of the author`s opinion? Is it specific enough? 3. Are all the supporting points directly related to the topic sentence? 4. Are there enough supporting points? Are the supporting points clearly explained? 5. What order is the writer using? 6. Is there a good range of sentences? 7. Are there any recurring grammar mistakes? Underline them in red ink. Do these mistakes sometimes limit comprehension and/or fluency? 8. Are there good transitions between the ideas? 9. Is the topic interesting? (Explain why or why not) 10. Is the writing easy to read? 11. Is there anything you would change? What is it?

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Theme: Social Issue (Studying Abroad) Function: Writing a persuasive essay/revising Objectives: Students will be able to write a persuasive essay and revise their writing. Group members: Jinhye Park, Sunyoung Hwang, Christina Reading Homework Assignments Studying about transitional words or phrases for persuasive essay writing Explanations on steps to writing a persuasive writing

Time Activity Mentors’ function

Materials

7:50 – 8:00 Checking homework Whole class Interaction

8:00 – 8:15 Task 1

Questions about the Function 1. Students will be paired up and asked

to take out their reading homework. 2. Give pairs two question sheets each

so that students make two questions based on their reading homework. * Group leaders make sure questions do not overlap.(Appendix 1)

3. After making questions, questions will be passed to other groups and they will respond to each others questions. (Appendix 2)

4. Students will give the answers back to the group that generated the questions. They will correct the answers.

5. The group with the most points will win a prize.

Small group Question sheets, Answer sheets

8:15– 8:50 Task 2

Create your University. 1. Students will draw a map and write

descriptions of their dream foreign university.

Group, pair work, whole class

Poster paper, markers, glue, pictures, Brainstorming sheet

Week 14 Persuasive Writing Lesson Plan

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2. As a whole group, they will brainstorm together the country, city, name of university, and what majors they will have

in their university for 5 minutes 3. They will be given a large poster paper to draw the campus and write

descriptions. 4. Together they will draw the campus of

the dream university and write descriptions of buildings and the environment of the university on the poster.(Appendix 4)

8:50 - 9:15 Task 2 continued

Being a planner! 1. Each group will make a plan to convince

people to come to the school based on the poster they have made for the previous task

2. They have to write a main purpose of writing, 3 reasons, with some specific facts or examples to persuade (Appendix 5).

Group, pair work

Graphic organizing worksheet

9:15– 9:25 Break

9:25– 9:55 Task 3

Writing an essay 1. Groups will compose one whole essay

together. 2. The students will be paired A and B. 3. Based on the plan, each pair write 3

body parts of the persuasive essay. 4. When they are writing, they will be able

to use their reading homework in order to use some various persuasive phrases.

5. Transitional words and persuasive signal words will be provided as an example.

6. After they have written the body parts, they will share their writing with the other pair.

7. Together they will select 3 good body parts.

8. They will write the introduction and conclusion together

Pair work Essay writing worksheet

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9:55– 10:15 Task 4

Revising your persuasive essay 1. Student will be given self-revising

checklists.(Appendix 6) 2. In groups, students read the checklists

and revise their writing for themselves. 3. Groups will swap their writing to other

groups. Essays will be exchanged clockwise.

4. Students get a revising checklist, read other group’s writing, and give feedback based on the checklist. (Appendix 7)

5. After 10 minutes, groups orally discuss the feedback and clarify comments.

Self-revising checklist Peer-editing checklist

10:15– 10:30 Task 5

Vote for the best! 1. The posters and essays will be displayed

around the classroom. 2. Students will go around and read and

look at the work other groups have done.

3. They will be given a sticker which they will stick the group who they think has the most convincing essay and poster. They are not allowed to stick on their own.

4. The group with the most stickers with the most votes will win a prize.

Stickers

Giving Homework assignments None given. Final lesson

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Question 01. Question 02.

Question 03. Question 04.

Question 05. Question 06.

Question 07. Question 08.

Question 09. Question 10.

Question No. Answers

1

2

3

4

5

6

7

8

9

10

Appendix 1- Task 1.Questions about the Function

Appendix 2- Task 1.Answers about the Function

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Appendix 3- Task 2. Creating Your Own University

Examples you can include Faculty, students, rankings and ratings, campus support, campus life, living and

communities etc.

Attractive things 1

Country, city, number of students, years founded, types of schools

Attractive things 2

Attractive things 3

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Appendix 4. Task 2. Picture cards 6

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Introductory Paragraph

Hook (1 sentence or more)

Thesis Statement - Main Goal (1 sentence)

Body Paragraphs

Paragraph 1: Reason. 1 - Topic Sentence (1 sentence)

Facts or Examples (at least 2 supporting details)

Paragraph 2: Reason 2. - Topic Sentence (1 sentence)

Facts or Examples (at least 2 supporting details)

Ÿ

Ÿ

Ÿ

Paragraph 3: Reason 3. - (1 sentence)

Facts or Examples (at least 2 supporting details)

Ÿ

Ÿ

Ÿ

Concluding Paragraph

Restatement of the thesis statement (1 sentence)

Make a call to action (1 sentence or more)

Appendix 5. Task 2. Graphic Organizer for planning an essay

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Appendix 6. Task 5. Revising your persuasive essay

Persuasive Essay Editing Checklist Take a look at other pair’s paragraph and check off the box next to each question, and write a brief comment that will help improve their work. Underline or circle the changes. Peer editors: Date:

Authors:

Write Scores Comments

Intr

od

uct

ion

1. Does the introduction grab the reader’s attention?

______ / 5

2. Does it include a thesis statement that gives own information?

______ / 10

Bo

dy

Par

agra

ph

s

3. Are the topic sentences in each body paragraph easy to find? Underline them.

______ / 5

4. Do the body paragraphs contain specific details to persuade such as examples, statistics, expert opinions, or facts?

______ / 10

5. Is information placed in logical order? ______ / 5

6. Does the writer stay on topic? ______ / 5

7. Do the sentences in body paragraphs connected by proper transitional words and phrases?

______ / 10

Co

ncl

usi

on

8. Does the conclusion restate the thesis from the introduction?

______ / 10

9. Does the conclusion summarize the main reasons for your position?

______ / 10

10. Does the conclusion contain a clear call to action?

______ / 10

Mec

han

ics

11. Does each sentence end with a proper punctuation?

______ / 5

12. Are there any spelling errors? (underline please)

______ / 5

13. Does each sentence begin with a capital letter?

______ / 5

14. Do all the sentences make sense? ______ / 5

Total Score ______ / 100

Other comments:

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Part 1. Persuasion Persuasive writing is used when we want readers to do something, or to appreciate a point of view. When we want people to do something, we need to convince them by giving strong reasons. Advertising copy is an example of the use of persuasive writing. Advertising companies often use persuasive writing to try to get customers to buy particular product. Some of the more effective advertisements list reasons why you should buy their product. < Examples > Coke - It`s the real thing. Guinness is good for you. General Motors - The reason we believe in daytime Running Lamps is obvious. Toshiba - In touch with tomorrow In academia, however, a piece of persuasive writing is commonly used to get readers to appreciate a point of view. It may be the author`s purpose to persuade the readers to believe her point of view, to persuade the readers to reconsider their own opinion, or to show the reader that you have carefully and thoroughly explored the issue and have very strong support for your opinion. Whether your purpose is to get the reader to do something or simply just to show your college professor that you have solid reasons for a particular point of view, the persuasive paragraph is usually structured with a topic sentence which clearly states your opinion, followed by the reasons. Topic sentence: Your belief Supporting sentences: Reasons why There are 4 basic methods which can be used to give support in a persuasive paragraph. As we discuss each method, this topic sentence: `Fruit is an essential part of your diet.` will be used to show how each method can be applied. 1. FACTS A fact is an undeniable truth. A fact should be precise and believable. Avoid using the vague “everyone knows that” or it is common knowledge that” or “they say that”. Such statements will make your reader justifiably suspicious of your facts. An appropriate fact in support of our topic sentence could be: Fruit is the only concentrated natural source of essential vitamins necessary for health. This is an undeniable fact. It is precise and believable.

Week 14 Persuasive Writing Reading Homework

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An inappropriate fact could be: Fruit is good for your health. While this may be true, it is not precise. The lack of specific information makes its truth doubtful. 2. EXAMPLES An example must be representative enough to give good support to the opinion. It must also be conclusive. An appropriate example in support of our topic sentence could be: The importance of fruit was first exemplified by the experience of the mariners during the 16th century. Sailors on long ocean voyages frequently died of diseases, such as scurvy, caused by vitamin deficiency. When limes (a self preserving fruit) were added to the sailor`s diets, these diseases totally disappeared. This is example is representative enough to give good support to the opinion. It is also rather conclusive. An inappropriate example could be: My brother doesn`t eat fruit and he is very unhealthy. This is not representative or conclusive. It is only one person and the reasons for his bad health are not conclusively caused by the lack of fruit in his diet. He may be unhealthy for many other reasons - lack of exercise, the excess of fat in his diet etc. 3. REFERENCES FROM EXPERTS Very strong support can be provided to an argument by referring to someone knowledgeable in the field. Use patterns such as “according to” or “as stated by”. An appropriate reference from an expert could be: According to Dr. Joan Fields, Director of the Coomburn Institute of Nutritional Research, fruit forms an essential component of a healthy and balanced diet. This example uses an expert in the field. An inappropriate example could be: According to my mother, people need fruit everyday to maintain good health. While the opinion expressed may be true, it cannot be considered a strong argument unless `mother` is a dietician or someone considered expert in the field. 6

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4. CAUSES AND EFFECTS The pattern here is `If you ........, then ...........`. Appropriate cause and effect arguments could be: If you don`t eat fruit, you will suffer health problems. OR Consumption of fruit everyday will help maintain your health. This method explains what will likely happen if something is or isn`t done. An inappropriate cause and effect argument could be: If you don`t eat fruit, you will die. Exaggerations or false claims decrease the credibility of the argument. < Exercises> Exercise 1 Write supporting arguments for the following topic sentences using each of the four basic methods. 1. Smoking is harmful to your health. Fact: Example: Reference to an Expert: Cause and Effect: 2. Children are more capable of acquiring new language than adults. Fact: Example: Reference to an Expert: Cause and Effect:

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Exercise 2 Below is a list of several potential topic sentences for persuasive paragraphs. Mark them as being good (G) or not good (NG). If a topic sentence if not good try to explain why. ____ Hip Hop music encourages violence in the people who listen to it. ____ Single people should not be allowed to adopt children. ____ Korean is a lonely language. ____ Walking is the best form of exercise. ____ Expensive weddings are a huge waste of money. ____ Cats are bad. Exercise 3 Look at the topic sentences and short list of supporting points for each below. In each group there is at least one supporting point which does not belong. Find it and write an X next in the space next to it. 1. My town is one of the best places to live. ____The world is a beautiful place in my town. ____New companies have caused many new jobs to be formed. ____Housing is varied and inexpensive. ____The surrounding countryside is beautiful and pristine. 2. Smoking is a habit that is best abandoned. ____Smoking causes lung cancer. ____Smoking stains teeth and finger tips and softens gums. ____Ashtrays are ugly, expensive and often hard to find. ____Cigarettes have become prohibitively expensive over the last few years. 3. Learning a foreign language is the most important step in becoming a global citizen. ____It can help you understand other cultures. ____You will be able to read literature in the original. ____You will be able to travel more easily. ____Coco lee is able to sing in two languages and she is very talented. ____It will be much easier for you to conduct business with people from many different countries

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Part 2. Steps to Writing a Persuasive Essay 1. Read and understand the prompt or writing directions. What are you being asked to write about? Persuasive Writing Task When writing a persuasive essay the quality of your writing will depend on how well you:

- state your position on the topic - describe the points in support of your position, including examples and other

evidence; and use grammar, spelling, punctuation, and capitalization. 2. Decide on a topic or issue. If you get to choose your topic, select something that you feel strongly about or that you feel competent discussing. If the topic is assigned, think about the best way to approach it. 3. Write a thesis statement. In a single sentence, state your proposal or position. What’s the main idea that you’re trying to get across to your audience? What do you want the reader to agree to? The thesis statement must be general enough to include very topic sentence in the body 4. Generating ideas for the Body. Write down ideas that develop the thesis statement. Make sure your topic sentence and supporting details fully support and discuss the thesis statement. Topic Sentence: Reasons that supports the thesis statement. Supporting Details: Facts, Examples, References from Experts, Cause and Effects 5. Ordering Paragraphs It is important that your essay has a logical order. There are three ways to order you essays: time order, space order, and order of importance. Essays about subjects can be broken into stages or steps, with each step discussed in one paragraph, should be arranged according to time. Space order is used in descriptive essays. A writer who wishes to save the most convincing paragraph for the last or first would used the order of importance. 6. Write the first draft of the essay

Introduction: o Use a hook that grabs the reader’s attention. o Give background information about the situation. o Include a thesis statement that gives your opinion.

Body Paragraphs o One to three paragraphs containing details that will convince or get the reader to appreciate your point of view.

Conclusions:

o Restate your thesis in a new way.

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o Finish your essay by - making a call to action: what the reader should do after reading the essay - ending with a final point: tie together all the ideas in the essay - ending with a question: you leave the reader with a final problem that you wish him or her to think about 7. Revise

- Have you used specific details to persuade? (anecdotes, examples, statistics, interview quotations, expert opinions, or facts)

- Have you answered objections that your audience might make? - Does the beginning capture the reader’s attention? - Does the ending contain a clear call to action? - Do you have an interesting title that hints at the topic and captures the reader’s

attention? - Have you used a variety of sentence types? - Did you include transitional words and phrases to connect your ideas?

8. Proofread and edit Check your spelling, grammar, and punctuation. Are your paragraphs indented? Is the verb tense consistent? Are all names spelled correctly and capitalized? Have you avoided writing run-on sentences and sentence fragments? 9. Write your final draft Use blue or black ink. Double space your writing. Don’t forget to indent in front of every paragraph. Write on one side of the paper only. Include a title on the top line. 10. Read it one last time before you turn it in Look for careless spelling, punctuation, and grammar errors, especially omitted words or letters. Cross out errors neatly with a single line and write the correction above.

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Part 3 Treasure Hunt There are three university brochures attached to homework board of week 14. First, download the files attached. Then, look at the questions below and skim through the brochures. Answer the questions referring to the three brochures in full sentences. * A tip: Don’t read all of the information provided. You’ll find it overwhelming. It you look at the subtitles you’ll be able to locate the answers easily. Happy hunting! 1. How many Noble Prizes have students from Columbia University and Chicago

University won? 2. How much money does Chicago University provide as a scholarship for low and

moderate income college students every year? What is the name of that scholarship? 3. List the different types of services and support Wollongong University offers. 4. If you are an international student who wishes to enter Wollongong University, what

are the language test results you are required to provide to apply for the school? 5. How many different areas of programmatic study (for students’ choice) does Chicago

University offer? Give some examples of the areas. 6. If you are interested in school of social work of Columbia university and want to find

out more information about it, what is the address of the homepage you should visit? 7. How many partner universities are there for international exchange programs in

Wollongong University? 8. What kind of activities does Wollongong University offer in order to help you get

acquainted with the city, Wollongong? List at least three activities. 9. What is the name of the scholarship Chicago University offer for low- and moderate-

income college students to that they can focus on their studies rather than working part-time jobs?

10. In the autumn session for 2013, by what date should the applications be lodged to the Wollongong University?

< Brochure websites> Chicago University https://collegeadmissions.uchicago.edu/pdfs/brochure_think.pdf WollongongUniversity http://www.uow.edu.au/content/groups/public/@web/@unia/documents/doc/uow000038. pdf Columbia University http://www.columbia.edu/files/columbia/content/university-brochure-2012.pdf 7

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Reflection Week 4 Sun-young, Jin-hae and I were the class leaders this week. Even though we thought we were all prepared, there were still things to change on the last minute. For example, we needed three different classrooms for our second activity. We made sure that two of them were empty. However right before going into class, I double checked and found out that one room was occupied. I frantically looked for another classroom and made it ready for class. I advise if you are using different classrooms, double check on the last minute of class. Our lesson plan consisted five main activities and one optional activity we didn’t get to teach. The theme was dating and relationships and the function was to give advice and write informal e-mails. The first warm up activity was called Concentrate. Each groups got two sets of cards and they were to take turns and flip and match the definition to the vocabulary. If they matched, they were to keep the cards and person with the most would win. Even though it was a simple activity and the vocabulary was all from the homework, it didn’t work as predicted. The vocabulary was too difficult and it took longer than expected. In the end, we just let them flip all of the cards and match. I think we should have reduced the number of cards or given more time to this task. The second activity was called ‘Happy endings, bad endings’. 6 groups were to go to three different rooms and watch different video clips about dating. One group had to come up with a bad ending and another had to write a happy ending. Time management was a problem again an issue. I don’t think it was easy for students to plan and write paragraphs in 15 minutes. After that, they came back to main room and shared their endings. It was good to see they came up with nice creative endings. The third activity was ‘Dr. Love solves it all’. In groups, they were to write a problem/concern about dating. After that they were to pass around the questions and in groups they had to write a good solution in a paragraph format. Each group came up with questions quite easily, but it took a little longer to write the solutions. We had planned to give 5 minutes to write the solutions, however groups had different speed when completing the work. We passed them around randomly and unfortunately some groups ended up having nothing to answer for a few minutes. I felt bad, but the group leaders did a good job carrying on a conversation with the students. The answer should have been in a paragraph; however, again time was an issue. First, we asked them to write in paragraphs, but because of the lack of time we said it was alright to give simple answers. When they had finished they were to vote the best solution in their groups. They came up with creative solutions. I think we should have considered that the students have just started to write paragraphs, therefore given more time. However, students seemed to enjoy the task and eager giving solutions to other groups questions.

Reflective Journals 7

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Reflection Week 9 Week 9 was the second time my group got to be the class leaders of practicum. Our theme was Jobs and Careers and the function was formal letter writing, writing cover letters in specific. Preparing for the class was tougher than we had expected because the theme was not an easy and not such an interesting one. My group still had to make changes on the day of GEP class, and we regretted we some missing information in our reading homework The goals of the five tasks we had were to check the students comprehension of the reading homework, write job descriptions, write cover letters, and to revise and edit their work. Before the class, we asked the group leaders let the students to skim through a job description handout which we didn’t put in the homework. I think this confused the students and the group leaders later on in our tasks because we actually had two job description lists that were to be used in separate tasks. I think we should have been more precise on which to use throughout our directions. The first task was instructed by me and we had group Golden bell. The groups were seated in a U shaped form in order we could see their answers better and for moving around groups more effectively. 10 questions were about writing cover letters and

After the break, an activity called ‘Match makers’ started. Having a look at a sample profile, groups had to create two female profiles within fifteen minutes. I think this was done quite easily. While students were making profiles, we took the ones that already had been done labeled them with numbers and stuck them in the hallway. Then, students were assigned numbers and were to take notes for 2 minutes. When they came back to the classroom they were given male profiles. Based on their notes and male profile, they were to choose the best female profile and take it from the hallway. The final activity was an extension of the previous one. Based on the profiles that they had chosen they had to write an e-mail. Their male friend was going on a blind date with the female profile and was asking for advice. In pairs, they had to write an e-mail considering the characteristics of the male and female. Students had done this the last class, so they didn’t have much difficulty writing their e-mails. When I was observing the groups, all of the group leaders were helping their little sisters brainstorming and came up with good ideas. The group leaders put in so much effort scaffolding their little sisters. On behalf of my group members, I would like to thank all of my group leaders for doing such an excellent job. The class wouldn’t have gone well without their effort and help. The thing I have perceived as a class leader is the importance of communicating well with group leaders as well as each other. Unexpected situations happened in class and we had to keep on communicating and negotiating the changes. Also, I think it was important to communicate with the group leaders to see how the class was going. In addition, I realized many things had to be changed at the last minute even though we thought were fully prepared.

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revising and each question was worth 10points. Students were allowed to refer to their reading homework; however it didn’t seem to go well from the beginning. I could tell students didn’t read thoroughly because even though the answers were quite straightforward, it took time for them locating the answers. Also, before class I observed many of them didn’t complete their. homework. I assume it was because their mid-terms were over and they weren’t in the mood to study or either too difficult For the second task, students were to choose two jobs which they liked in pairs and write descriptions about it. After that, they were to stick it in the hallway and go around in pairs and identify the jobs. There was a job list that was provided for them and this is the part where some students looked at the wrong list. I think we should have written the task numbers for the group leaders could identify which list was supposed to be used. I’m sorry for the confusion. However, I was glad that the group leaders made them paraphrase and used their own words. After students came back in the classroom, we checked our answers in whole and winning pairs received colored pens as prizes. The next task making action plans for the future. Students were paired and to pick one resume that they did as homework. I noticed some pairs had no choices when choosing because only one of them did their homework. Next, one pair moved to the next table and swapped their resumes with each other. With the swapped resumes, they were to choose a job for the person make action plans for the future being. I could see that some students had trouble writing their action plans because they had no idea what the job qualifications were. I think we should have paired students with similar interests according their major. I admit students didn’t seem too excited about this activity. The fourth tasks students got their action plan back from the peer pair and went back to their seats to write a cover letter. Some of them did well, some seemed bored. Also, I think it wasn’t easy for some low level students to carry out this task. I moved around the classroom to scaffold students and I ended up staying a long time with Linda. I wasn’t planning to stay that long, but at some point she was getting annoying because it was clear that she was ruining the task and I felt sorry for Kyung-hwa and the student who was paired up with her. I could tell that she KNEW that her behavior wasn’t appropriate. To my assumption she was doing weird things to grab attention or because she didn’t want to focus. It’s true she does have difficulty focusing but it was clear she wasn’t trying. I scolded her as I would do to a child to focus. It was almost the last straw for me, frankly. I think making Linda participate in tasks is somewhat out of our league. She does need help, help from a professional who is in the field of psychology. I think it’s best to leave her out in tasks if she does not collaborate with others because it’s not fair for the other students who also need facilitating to fulfill tasks. The final task involved self revising and peer editing. First, the student had a self-editing form and they were to check the checklist and edit their work in pairs. Next, they were to listen to the group leader and peer edit another pair’s work for 15minutes. Finally, they were to receive their comments from another pair and listen and give comments. I think this part of the lesson wasn’t particularly difficult for the students to complete. I asked them to write a good comment and an area of improvement to the students. I think most of them wrote nice suggestions for each other’s work. The best thing of our lesson was the fact that we had enough time for each task. I felt comfortable because I could see all the tasks could be completed on time. 7

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Reflection week 14 This week was the final week of actual teaching. It was our group who were to lead the class for the final lesson. Frankly, I was overwhelmed by having our exam in two days and I honestly don’t know how I managed to finish leading the class. However, all the teachers, regardless of the stress and fatigue managed to finish the class. This week students were to write a persuasive essay about their own university they had created. Before we started the class, we announced that we would giveout stickers to the students who gave good ideas. The students with the most stickers were to be given a prize that we specially bought on our way to class. The first task was making their own questions based on their reading homework. Students were paired and given different sections of the reading homework to generate three questions each. Then they were to pass their questions clockwise to a different group and solve the questions given. Students had difficulty generating questions than we expected. It took longer and many seemed to struggle. Although they had difficulties, I was glad to see they didn’t have much difficulty answering the questions. The winners were given a prize and we moved on to the next task. The next task was a large one which students had to basically generate most of the ideas for the future writing task. They were to create a university on a map and write descriptions that were attractive to others. We provided posters, pictures of buildings, colored paper for the descriptions, and paper and tape. First, they were given a mind map to brainstorm. Then they had to do the actual map making. This task too, took longer than our expectations. I think everyone was tired because exams were soon to come and that hindered the process of generating ideas. A suggestion was made after the class by the professor that if we had given the pictures before brainstorming, the materials would have scaffolded the students more effectively. I agree we had put less thought on that part and if I were to do it again I would provide the pictures beforehand.

However, I feel we had a few things problematic. First, we didn’t include the job list in our reading homework which brought confusion when doing the second and third task. I think from now on the class functions will get more difficult, so we must plan our homework carefully for maximum effect in the classroom. Second, it wasn’t the most exciting class we had before. I think students enjoyed the first and second activity, however, cover letter writing didn’t seem interesting to several students. I saw some pairs did good jobs but a many of them hadn’t finished their resumes which was a part of the homework so they couldn’t participate fully in class. Also, students seemed to think why they had to write an action plan for their peers. I think it would have been better to have written their own action plans. In the future, I will focus more on the reading homework. I think we need to find a way to make it useful and not too difficult. My little sisters are complaining that the homework is getting more difficult every week. Also, I will try to plan my lessons to be more interesting. It won’t be easy, but I think I must not forget the fact that my goal is to provide enjoyable classes.

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Some groups didn’t quite finish their posters so we called for a break, hoping they would finish their work during break time. After the break groups had mostly finished their posters. We gave groups a graphic organizer to write an essay convincing students to come to their university. I think there was some difficulty linking the poster with the actual essay. Then came the essay writing; students were paired up to write three body parts each based on their graphic organizer. Then they were to choose three good body parts and write an introduction and conclusion. Usually students managed to do the writing within thirty minutes, however, strangely the writing process took longer than we thought. Some groups managed to finish early, others took longer. My group members quickly decided to skip revising. A problem occurred during this task. We hadn’t thought specifically of the presents to give out to the group who had the best essays and posters. We found that the presents were the same from the previous classes. My group members gathered money and I ran to the vending machine and bought some energy drinks. After they had finished writing, we stuck the posters and essays around the classroom and they had to vote for the best University by sticking pictures on the essays. Twinkle Twinkle and Power up won and they got the energy drinks. They seemed really happy and Kyung hwa mentioned that it was the first time in GEP class for Guri to win anything. I felt happy for her too. Then we were to give the students with the most stickers a present. We had prepared ‘Chap Stick’s for the winners but we thought they were small prizes. Jin-hae sacrificed her Tim tams, so we additionally gave them out as prizes. I was happy to see Zhang was one of the winners. He had doubt at the beginning of the class, but he worked so well throughout the course and I could see how enthusiastic and hard working he was. I admit it wasn’t one of the best classes we had. Sometimes we didn’t give clear directions and the overall lesson plan wasn’t the greatest one. However, I’m confident that at this point, any class would roll because the teacher and students have put effort in the past that has affected the future lessons. I would like to thank my fellow teachers for the cooperation and scaffolding they have provided to make the lesson flow. I was happy to work with you and you truly deserve credit for your work. Thank you all!

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My lovely little sisters and I

With Professor van Vlack

Class Pictures

Present from my little sisters!

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Collaborative Spirit 7

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Halloween Party 7

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Project conducted by Ji- eun, Kyung-mi, and Christina

Action Research The Effect of Pairing/Grouping on Collaborative Writing

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I. Introduction

II. Literature review

III. Methods

IV. Treatment

V. Results and discussion

VI. Conclusion

The Effect of Pairing/Grouping on Collaborative Writing

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Ⅰ. Introduction This action research is to explore potential effect of grouping on collaborative

writing and conducted by Christina, Kyoung-Mi and Ji-Eun, the teachers-in-training in the practicum course at Sookmyung Women’s University Graduate School of TESOL. In the practicum course we are designing lesson plans in writing instruction to prepare undergraduate GEP (General English Program) students to take the writing section of the MATE (Media Assisted Test of English) which consists of eight tasks and teach the lesson plans we designed. We are also facilitating the students to do writing activities during the class and providing feedback on reading and writing assignments. The class consists of 26 undergraduate students who have different majors and different educational experiences at Sookmyung Women’s university. Students take GEP class to prepare for the writing section of the MATE which is one of the qualifications for graduation. We are meeting the students every Tuesday from 7:50 pm to 10:30pm. The class is composed of seven groups that have three to four students who have different English proficiency levels with one or two big sisters.

In the beginning of the semester, we noticed that the students have a wide range of proficiency and the majority of writing tasks are centered on collaborative writing, which requires collaboration among the learners. Thus, less proficient students’ engagement in language production of the target forms during the pair work need to be improved. In addition, less proficient students demand a higher level of assistance or scaffolding from the teacher, which in turn results in less autonomy and less interaction with peers and less opportunity for the teacher to scaffold students with higher proficiency. Therefore, the purpose of this research is to explore the effects of various group arrangements to alter less proficient students’ engagement patterns in collaboration during the pair work as well as to examine group-leading teachers’ perceptions about the use of pair work in collaborative writing process.

Ⅱ. Literature review Collaborative tasks with pair and group work have become a more common practice

in second language education around the world (Shehadeh, 2011) while they provide more opportunities for interaction in L2 which is believe to cultivate L2 proficiency (Liang, Mohan, & Early, 1998). There is no short on research reporting pedagogical benefits of learner-learner interaction in an L2 context. Early studies on learner-learner interaction not only confirm that pair and group work increases learners’ L2 production significantly more than the teacher-fronted class, but also help learners produce a wider range of language functions (Liang, Mohan, & Early, 1998). More recent studies also support the

The Effect of Pairing/Grouping on collaborative writing

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use of pair and group work to facilitate language learning in the L2 classroom. For example, McDough (2004) investigated the effect of learners’ engagement in pair and group activities on production of target forms of L2 in a Thai EFL context. The results indicated that learners who had more participated in pair and small group activities demonstrated significant improvement in terms of their production of target forms (i.e., real and unreal conditionals) (McDonough, 2004). From a theoretical perspective, social constructivist perspective of learning justifies implementing pair and group work in the L2 classroom (Shehadah, 2011). Social constructivist perspective of learning postulates that learning occurs through social interaction as more able members of society (e.g., teachers, experts) provide learners with the appropriate level of assistance, which is referred to as scaffolding (Vygostky, 1978). Scaffolding stretches the learner’s ability to perform a task that goes beyond his or her current level, thus enables the learner to perform the task independently (Vygostky, 1978). Research reveals that scaffolding can also occur in the L2 classroom in peer-peer interaction and both cognitive and linguistic development occur (Shehadeh, 2011). From a pedagogical perspective, peer collaboration in pairs and groups can bring pedagogical advantages to the L2 context. McDonough (2004) suggests multiple benefits in light of L2 development as collaborative pair and group work provides learners with more opportunities for language output than teacher-led activities, encourages learner autonomy, and allows teachers to assist individual students. Moreover, peer-peer interaction may reduce learners’ anxiety, which hampers L2 development (McDonough, 2004). Research studies reporting the benefits of collaborative writing in L2 are less common compared to those on the collaborative dialogues, yet there is no short on research endeavor exploring the benefits of collaborative writing (CW) and research in this area seems promising. Shehadeh (2011) examined the effectiveness and students’ perceptions of CW in L2 while working with 38 freshmen at a large university in the UAE (United Arab Emirates). The target students were low-intermediate proficiency and their writing samples before and after a 16-week treatment period were compared for data analysis. The results indicated that CW had a significant effect on students’ L2 writing in terms of content, organization, and vocabulary. Also, most students in the CW group fond the experience positive largely because it created a good social atmosphere conducive to learning. However, some students felt that giving students a choice to write alone or together would be preferable and CW would facilitate learning only if they had a good partner. Storch (2005) also conducted a research to investigate whether CW altered the product, process, and ESL student reflections on L2 writing. Students (N=23) were recruited from ESL writing classes at a large-sized Australian university, and the participants were actually given a choice to write in pairs or individually. For data analysis, texts produced by pairs with those produced by individual students were compared after a 4-week treatment period. The results indicated that pairs produced shorter but better texts in terms of task fulfillment, grammatical accuracy, and complexity. The researcher explained this was because pair work afforded the learners more opportunities to co-construct texts as well as gather linguistic ideas by scaffolding each other. In addition, students’ attitude to CW was assessed by interviews. Most students were positive about CW, but a couple of students felt that pair work would be more suitable for oral activities.

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Moreover, some students made a comment about the fear of losing face because of their perceived poor English ability and being distracted by their peer during CW sessions. The concern about losing face was also mentioned in Swain and Miccoli’s (1994) research. It documents a Japanese learner’s strong feelings of anxiety when working in a small group in a university course in Canada. Proficiency differences among learners have been commonly observed in an L2 context and teachers often perceive them as a negative factor that hampers learners’ L2 acquisition. Recent studies on collaboration have also documented interesting findings about the impact of learners’ proficiency (i.e., pair dynamics) on their language production and behavior during pair/group work. Kim and McDonough (2008) examined if proficiency influenced the occurrence and outcome of the target language (i.e., LREs) during collaborative dialogue and found that collaborating with more advanced learners contained significantly more lexical LREs and correctly resolved LREs. However, regarding patterns of their interaction, learners generally felt that they could not express their ideas while working with a more advanced interlocutor. Interestingly, learners’ role was influenced largely by their interlocutor’s proficiency. Watanabe and Swain (2007) also examined whether L2 proficiency differences in pairs would affect patterns of interaction on L2 learning. Differently from Kim and McDonough (2008), they found out that learners engaging in collaborative patterns of interaction were more likely to achieve higher post-test scores regardless of their partner’s proficiency. However, their conclusion is similar to that of Kim and McDonough’s (2008) in that grouping different proficiency peers can benefit from working with one another, thus conducive to L2 learning, as long as they are collaborative. Seo and Kim (2011) recently conducted research on collaboration among different levels of L2 proficiency engaged in pair and individual writing. They investigated how three pairs of Korean middle school students with different levels of proficiency in L2 interact with each other, and how the patterns of pair interaction would be reflected on CW tasks. The findings suggested that less proficient peers were able to provide assistance in L2 to more proficient peers during pair interaction, and most students showed positive attitudes toward the CW. Results of studies on collaboration among peers in an L2 context are generally positive and supported by sociocultural theory, yet studies on collaborative writing as well as the effect of grouping on CW are relatively rare. Moreover, pairing/grouping of learners at different L2 proficiency levels seems to influence patterns of interaction among learners, which in turn affects L2 writing. What’s more is that both more proficient and less proficient students in L2 classrooms can be beneficiaries of pairing/grouping. Since the GEP class is highly diverse regarding English proficiency among students and the end goal of this class is to design/conduct collaborative writing lessons that are beneficial to all students regardless of their language abilities. Therefore, the current study is set out to examine if pairing/grouping affects students’ writing performance and behavior when they work with others (i.e., peers, teacher) in class. In order to find this out, we attempt to elicit the group leading teachers’ perceptions on pairing/grouping and its effect on collaborative writing. Since collaborative writing is usually very challenging for low proficient students, we determined to observe the students at the lowest proficiency level in their groups. We believe that this investigation would be a good initial stage to help us gain some insights into learner interactions in L2 contexts. We broke down such inquires into the following three specific questions: 8

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1. Do the group leading teachers perceive that the target student’s performance and behavior differ when s/he is paired up with different peers based on language

proficiency and personality? 2. Do the group leading teachers perceive that pair dynamics help the target student

improve linguistic areas and which linguistic areas do they perceive to be benefited? 3. Do the group leading teachers perceive that the target student’s performance and

behavior differ when he/she is intervened by their group leading teacher? Ⅲ. Method 1) Participants and Instructional Context Twenty-five female and one male EFL learners (N=26) enrolled in the undergraduate GEP writing class at a large women’s university in Seoul, Korea. They ranged in the age from 18 to 27 years old. Each student had taken the MATE test, an English aptitude test made by the university, prior taking the GEP course. Their scores on the MATE test, the universities entrance and graduation English exam, vary from Rudimentary (the lowest level) to Commanding. Prior to university, these students had studied EFL (except for one student who had spent 10 years in USA) in their middle school and high school for 6 years. For the action research project 6 target students (1-2 from each group) with lower proficiencies were chosen. The participants L1 backgrounds are Korean, Chinese, and Mongolian. According to the MATE test, the 6 target students were considered to be in the low leveled compared to the other members in their groups. They were accustomed to predominantly teacher-centered instruction, rote learning, memorization, and solitary work in their previous learning experiences. It is important knowing that the writing skills of the participants were rather basic because their previous experiences in English writing beyond the sentence level were extremely limited. For some students, their speaking proficiency was low compared to their writing proficiency which limited the amount of interaction hindering the writing process. Therefore, lower level students dealt with trouble when carrying out CW tasks. Based on these considerations, the research sought to shed light on (a) how effective CW would be if they were paired in different arrangements, (b) whether the group leading teachers perceive the pair dynamics differ when a lower proficient student was paired up with a higher proficient peer/teacher or with a similar level student. It was also an aim of the research to find out how these students fell about such activity. 2) Materials Four weeks of Collaborative writing tasks that elicited the target structures in context of the unit theme were created by each week’s group leaders. Each class involved 5 tasks, starting with a warm-up task ending with a final task of writing collaborative essays in pairs. 3) Data collection and analysis The data was collected by a questionnaire that was given out to the group teaches after each week of the of the four weeks experiment.

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a. Group leading teacher’s perception (see Appendix A) The questionnaire included two Likert-scale questions regarding pair activities and one multiple-choice question about the aspects of different pair work arrangements observed by the group leaders. b. Group leader’s general comments (see Appendix A) The questionnaire also included a box in which they could write the comments after they had competed the Likert-scale questions. 4) Procedure schedule The experiment was conducted over 4 weeks treatment with target students paired up with different peers as illustrated in table 1. As stated in the table below, target students were paired up with peers according to their proficiency or similar personalities. Student proficiency levels are marked next to the name of students according to the results of the MATE test students took at the beginning of the course. From each group one target student was selected and observed with care from each group leader. The target students were selected either by low proficiency in writing or speaking. Since target students were absent or paired with each other, not all of them were observed in certain weeks.

Week 9 Week 10

Target Student Similar

Proficiency Peer Target Student

Higher Proficiency Peer

Group 1 Zhang (MM) Goeun (MM) Zhang (MM) Kate (MM)

Group 2 Yeonsoo (MM) Angela (MM) Yeonsoo (MM) Yeji (MH)

Group 3 Shine (R) Namuunaa (MM) Shine (R) Lydia (MM)

Namuunaa (MM) Shine (R) Namuunaa (MM) Maria (MH)

Group 4 Haena (ML) Diana (MM) Haena (ML) Yeji (MH)

Group 5 - - Youngeun (ML) Sarah (ML)

Group 6 Sarah (ML) Linda (RH) -

Week 11 Week 12

Target Student Peer with similar p

ersonality Target Student

TS pair with teacher intervention

Group 1 Zhang (MM) Seungmi (MM) Zhang (MM) Sarah (ML)

Group 2 Angela (MM) Sarah (ML) Angela (MM) Namuuna (MM)

Group 3 Shine (ABSENT) - Shine (R) Namuunaa, Lydia

(MM, MM)

Namuunaa (MM) Maria (MH) Namuunaa (MM) Lydia. Shine (MM,

RH)

Group 4 Haena (ML) Yeji (MH) Haena (ML) Yeji (MH)

Group 5 - - Young eun (ML) Seong mi (MM)

Group 6 Sarah (ML) Angela (MM) Sarah (ML) Zhang (MM) Table 1 Target students MATE LEVELS: R (rudimentary), ML(moderate low), MM( moderate mid), MH(moderate high)

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The experiment was conducted over four week’s treatment as illustrated in table 2. Following the course syllabus, all writing tasks were at the five paragraph essay level and consisted formal letter writing, descriptive writing, opinion essay writing and compare and contrast essay writing. Due to the lesson plans, the main writing tasks were conducted near the end of the classes and students were given approximately 30 to 40 minutes to complete the writing tasks.

Week Prompt Function

Week 9

The theme was jobs and careers and students were to

collaboratively write a cover letter in pairs during class. The group

leaders observed the target student during the final writing task to

see how effective it was for the target student to work with the

peer who had similar writing proficiency.

Formal letter

writing

Week 10

The theme was shopping and target students were to

collaboratively describe a graph with a higher proficiency peer. The

first observation was done during the third task in which they had

to write a description about a graph in pairs. The second

observation was made during the fifth task in which they had to

describe a graph about shopping which they had generated in

groups by carrying out a survey.

Descriptive

writing

Week 11

The theme was music and target students worked together with a

comfortable peer during the fourth and fifth task. The groups were

divided in pairs to compose a full essay. After they had composed

different parts of the essay, they revised and published the essay

and gathered them as whole.

Opinion essay

Week 12

Students wrote a point by point and block format compare and

contrast essay for the third and fifth task. The theme was culture a

nd students wrote about Western and Eastern culture differences

for the third task. Pairs were to write different parts of the essay

and collect the parts together and gathered them into one essay.

For the fifth task, students wrote a block essay and compared the

differences and similarities of French and Indian food.

Compare &

contrast essay

Table 2. Writing prompts

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Ⅳ. Results and Discussion 1) Survey questions a. How helpful was it?

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Week9 Week10 Week11 Week12

veryhelpful

helpful

neutral

notsohelpful

nothelpfulatall

Figure 1. Survey question 1 Figure 1 indicates how helpful was different types of pair work in collaborative writing tasks. Week 11 and Week 12 drew the most positive results. 10 out of 19 teachers (53%) felt that it was helpful when the target student was paired up with a peer whose personality is similar to his/hers and when the teachers themselves interfered in the pair with the target student. b. Which linguistic area did it help?

0

1

2

3

4

5

6

Week9 Week10 Week11 Week12

Vocabulary

Wri ng

Grammar

Listeningcomp

Other

Figure 2. Survey question 2

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Students needed vocabulary and needed to be aware of the writing format in order to complete collaborative writing tasks. These linguistic areas were scaffolded by the teacher and materials and reinforced in the class and improved by practice. However with respect of grammar and listening comprehension the results show that pairing was not effective. The lack of significance in grammar was surprising because it was expected that in CW, in view of the social constructivist perspective, it would lead more improved accuracy in students’ writing. Indeed, other studies (Storch, 2005; Strorch & Wigglesworth, 2007) did find significant differences in favor of CV for grammatical accuracy. It is possible that students were unable to scaffold each other with the needed grammar accuracy due to their low proficiency in English. In terms of listening, although students had to interact with each other in order to fulfill tasks, it was not an area that was emphasized on during the course. Therefore, it is possible students could not acquire skills that could lead to improve listening. ③ How comfortable did the target students seem to be? Figure 3. Survey question 3 Figure 3 shows the results on how comfortable did the target seemed to be when they were paired with peers with different levels of proficiency. Teachers indicated that the target students seemed to be very comfortable as the treatment weeks progressed. In week 12, very comfortable received the most votes from the leading teachers throughout the entire treatment period. 5 out of 9 teachers (55%) indicated that the target students seemed to be very comfortable when the teachers themselves intervened in week 12. 2) General comments ① Week 9 In week 9 students were to write a cover letter with a peer with a similar proficiency

0

1

2

3

4

5

6

Week9 Week10 Week11 Week12

Verycomfortable

Comfortable

Neutral

Uncomfortable

Veryuncomfortable

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Table 3. General comments of week 9 Week 9 had mixed perceptions from the teachers. Some teacher commented that they ‘cooperated actively’ or it was ‘helpful to complete tasks’. On the other hand, teachers also mentioned that the target students were shy or took a passive role in general. Group 6 had extremely negative results due to the low level of the target student and peer and personality differences. In general, week 9 had the most neutral or negative comments from the group teachers. ② Week 10 In week 10 target students worked together with a peer with a higher proficiency describing a graph based on their own surveys.

Table 4. General comments of week 10

Groups Teachers comments

Group 1 Zhang and Go-eun cooperated actively. They did a great job. But

sometimes Zhang was a little bit shy to speak. I hope to see him confident

about speaking.

Group 2 Yeon-soo only passively responded to Angela. I hope to see them being

more interactive and cooperative as equal partners. However, it helped in

linguistic parts; Angela took the role as a teacher and this helped provide

Yeon-soo with directions which were helpful to complete the tasks.

Group 6 Linda was so disturbing that Sarah had difficulty in doing the task.

Completing the task was very challenging.

Groups Teachers comments

Group 1 Zhang and Kate worked really hard and they tried to cooperate a great deal.

Group 2 Angela and Go-eun became good friends after this class. Angela showed a

lot of affection for Go-eun. They were helping each other; Angela took a

more active role, differently from my expectation.

Group 3-a Namuunaa seemed comfortable working with Maria.

Group 3-b In Shine and Lydia’s case, Shine didn’t have time to complete her reading

homework so she couldn’t participate much. Lydia had some difficulties

because she was doing the writing mostly alone. Shine constantly apologize

d to Lydia she couldn’t help Lydia with the tasks.

Group 4 To avoid the dominance issue, we encouraged them to help each other.

Haena seemed comfortable working with Yeji when making sentences.

Group 5 Doona was very sick so couldn’t perform well as usual and wasn’t very

helpful.

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In general most of the groups worked better when they were paired with a peer with a higher English proficiency than the previous week. Group 1, 2, 3-a, and 4 drew positive results according to the group teachers. In the case of group 3-b and 5, one target student didn’t complete her homework and another was severely sick. The result shows that other variables affect collaborative pair work. ③ Week 11 Target students worked with a comfortable peer writing an opinion essay about Korean pop music.

Table 5. General comments of week 11 Target students worked better when they were paired a comfortable peer. Most of the teachers assigned their target students to a peer who had a slightly higher proficiency, indicating this lead to positive results in CW. Only group 2 and 5 drew negative results that were significantly different from others. The difference between the two groups and the others is that the rest of the target students worked with their original group members, while the target students from group 2 and 6 were paired with another group member, since the group leaders were to be the class teachers of that week. The target students had never been paired up with the peer before to fulfill a task. It shows that even though students know each other well, they were not aware of each other’s weaknesses and strengths enough to collaborate with each other effectively.

Groups Teachers comments

Group 1 Their characters and personalities are really good and it affected their

cooperation.

Group 2 Even though Angela and Sarah are good friends to each other, their

proficiency levels are very different. I think Sarah’s low proficiency inhibited

them from getting the tasks done effectively.

Group 3 Namuunaa seemed comfortable working with Maria which was different

when she paired with her in the beginning. Maria has a high proficiency and

Namuunaa always seem to be shy. However today Namuunaa received help

from Maria and did great collaborative work.

Group 4 Haena wanted to be Yeji’s partner, but she had her own parts to write. When

it came to making sentences, Yeji helped Haena a lot. However, since Haena

did her homework well, she also wanted to use some new words which she

got from her homework, but was still shy to make her own voice. She

needed my help for checking whether it was okay or not.

Group 6 Sarah and Angela had wide proficiency gaps, therefore it was not that

helpful.

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④Week 12 Target students collaboratively wrote a compare and contrast essay with a comfortable peer with involvement of the group teacher. Table 6. General comments of week 12 Week 12 drew the most positive results of the experiment. Most of the target students actively participated in the collaborative writing process. Also, it is indicated that students felt comfortable with the tasks and their partners since they have been involved in the course for many weeks. It is possible that the target students and the teacher know each other well enough to receive and give effective scaffolding to accomplish tasks. However, group 3 significantly different responses compared to other groups. In case of this group, target students were to join a different group. The teacher commented they were too shy to participate because the new members were relatively outgoing. The group they were combined with was group 2 which has paradoxically shows that they had success in collaborative writing. One possible reason for these conflicting results is proficiency and personality factors. The target students in group 2 have a higher English proficiency compared to the students in group 3. Also, the target student in group 2 is much more outgoing and less afraid to make mistakes in general than in group 3. Another reason is that these target students have never collaborated together in the past. This indicates familiarity and personality variables affect the collaborative process as well as proficiency factors.

Groups Teachers comments

Group 2 It worked really well in the group with my target students. It’s probably

because the target students trusted the teacher and because she was

scaffolded additionally.

Group 3 Students were paired with a different group with different personalities.

Namuunaa and Shine felt rather shy and didn’t participate as much. However,

when they paired with Lydia, they performed better. I think this is because

they have been working together for a long time and they feel comfortable

around me too.

Group 4 Haena had some great ideas but when she had to put those things together,

she needed Yeji’s help.

Group 5 Young-eun really did a lot of writing tonight, which helped her confidence.

I think she felt comfortable with me because we’ve been working together

for the past months.

Group 6 Sarah worked well with her partner because she had worked with her

numerous times. She seemed comfortable with my presence.

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3) Answers to Research question ① Research Question 1 Do the group leading teachers perceive that the target student’s performance and behavior differ when s/he is paired up with different peers based on language proficiency and personality? Yes, the results show that the group leading teachers perceived that their TS’s performance and behavior were affected by their peers with different language ability and personal traits. ② Research Question 2 Do the group leading teachers perceive that pair dynamics help the target student improve linguistic areas and which linguistic areas do they perceive to be benefited? Yes, the group leading teachers perceived that different pairing/grouping affected the target students’ performance in particular linguistic areas (i.e., vocabulary & writing) in the positive direction. ③Research Question 3 Do the group leading teachers perceive that the target student’s performance and behavior differ when s/he is interfered by their group leading teacher? Yes, the group leading teachers perceived that their interference affected the pair dynamics in the positive direction by indicating that most target students (83%) seemed to be very comfortable in week 12.

V. Conclusion This small-scale investigation significantly reveled that pair work was more helpful in collaborative writing when target students paired with the comfortable peer and the teacher. To the end of the treatment, results drew to more positive responses. It indicates that students felt more comfortable and familiar with the tasks and their pairs and this also served as a significant role in the success of the collaborative writing tasks. However, this treatment has limitations. First, the number of surveys that were carried out was different each week due to the absence of the target students in certain classes. Therefore, it was difficult to measure the target students’ involvement in certain weeks. Furthermore, in terms of measuring linguistic areas, the results were fully depended on the group teacher’s perceptions. Since each week evolved around different functions of writing, there was no output to compare the linguistic areas that were aided during each week’s collaborative writing process. The findings have implications that targets students’ performance in collaborative writing is affected by pair dynamics. Therefore, in order to facilitate constructive pair work in L2 classrooms, teachers may need to prepare learners more carefully for group and pair work. Prior to assigning learners in pairs or groups, teachers may need to consider factors such as personality and familiarity of the students. In addition, teachers need to pay attention to pair dynamics in class to facilitate CW. Furthermore, less-proficient may feel more comfortable interacting with advance learners if the more-advanced learners assume an expert role rather than a dominant role. Storch(1998) and Williams (2001) that low-proficiency students may not benefit from collaborative tasks with respect to their language accuracy. Therefore, teachers may need to encourage more-advanced learners to become more of a facilitator when interacting with their less-proficient peers.

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Appendix A: Questionnaire : Group leader survey

Type 1. Low English proficiency student is paired up with a peer whose

proficiency level is similar to his/hers

1. How helpful was it when the target student was paired up with a peer whose English

proficiency is similar to his/hers? Please check one.

1) Very helpful

2) Helpful

3) Neither helpful nor unhelpful

4) Not so helpful

5) Not helpful at all

2. If it was, which linguistic area did it help? Check all that apply.

1) Vocabulary

2) Writing

3) Grammar

4) Listening comprehension

5) Other (explain)

3. In general, how comfortable did the target student seem to work when s/he was

paired up with a peer whose English proficiency is similar to his/hers? Please check

one.

1) Very comfortable

2) Comfortable

3) Neither comfortable nor uncomfortable

4) Uncomfortable

5) Very uncomfortable

General Comments

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Type 2. Low English proficiency student paired with a peer whose proficiency

is higher than his/hers

1. How helpful was it when the target student was paired up with a peer whose

English proficiency is higher than his/hers? Please check one.

1) Very helpful

2) Helpful

3) Neither helpful nor unhelpful

4) Not so helpful

5) Not helpful at all

2. If it was, which linguistic area did it help? Check all that apply.

1) Vocabulary

2) Writing

3) Grammar

4) Listening comprehension

5) Other (explain)

3. In general, how comfortable did the target student seem to work with a peer whose

English proficiency is higher than his/hers? Please check one.

1) Very comfortable

2) Comfortable

3) Neither comfortable nor uncomfortable

4) Uncomfortable

5) Very uncomfortable

General Comments

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Type 3. Low English proficiency student paired with a peer whose personality

is similar to his/hers

1. How helpful was it when the target student was paired up with a peer whose

English proficiency is higher than his/hers? Please check one.

1) Very helpful

2) Helpful

3) Neither helpful nor unhelpful

4) Not so helpful

5) Not helpful at all

2. If it was, which linguistic area did it help? Check all that apply.

1) Vocabulary

2) Writing

3) Grammar

4) Listening comprehension

5) Other (explain)

3. In general, how comfortable did the target student seem to work with a peer whose

personality is similar to his/ hers? Please check one.

1) Very comfortable

2) Comfortable

3) Neither comfortable nor uncomfortable

4) Uncomfortable

5) Very uncomfortable

General Comments

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Type 4. A pair with low English proficiency student interfered by the group

leading teacher

1. How helpful was it when the target student was paired up with a peer whose

English proficiency is higher than his/hers? Please check one.

1) Very helpful

2) Helpful

3) Neither helpful nor unhelpful

4) Not so helpful

5) Not helpful at all

2. If it was, which linguistic area did it help? Check all that apply.

1) Vocabulary

2) Writing

3) Grammar

4) Listening comprehension

5) Other (explain)

3. In general, how comfortable did the target student seem when working with a peer

whose personality is similar to his/her and was interfered by the group leading

teacher? Please check one.

1) Very comfortable

2) Comfortable

3) Neither comfortable nor uncomfortable

4) Uncomfortable

5) Very uncomfortable

General Comments

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References

Hedgcock, J., &Lefkowitz, N. (1992). Collaborative oral/aural revision in foreign

language writing instruction. Journal of Second Language Writing, 1(2),

275-276.

Kim, Y.J., & McDonough, K. (2008). The effect of interlocutor proficiency on the

collaborative dialogue between Korean as a second language

learners.Language Teaching Research, 12(2), 211-234.

Liang, X., Mohan, B. A., & Early, M. (1998). Issues of cooperative learning in ESL

classes: a literature review. TESL Canada journal, 15(2), 13-23.

McDonough, K. (2004). Learner-learner interaction during pair and small group

activities in a Thai EFL context.System, 32, 207-224.

Seo, H. S., & Kim, T. Y. (2011). Collaborative dialogue and L2 learning: Korean junior

high school students’ pair-work in English composition. Korean Journal of

Applied Linguistics, 27(1), 345-373.

Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in

L2.Journal of Second Language Writing, 20, 286-305.

Stroch, N. (2005). Collaborative writing: product, process, and students’ reflections.

Journal of Second Language Writing, 14, 153-173.

Watanabe, Y., & Swain, M. (2007). Effects of proficiency differences and patterns

of pair interaction on second language learning: collaborative dialogue

between adult ESL learners. Language Teaching Research, 11(2), 121-142.

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Epilogue

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When I first started this course, a part of my mind regretted choosing practicum because of the amount of work that had to be done. An effective teacher always has a good lesson plan and frankly I was confident that designing lessons was one of my strengths in teaching. However through this course, I got to know that there were so many ways I could to do to improve my teaching skills. I am proud of myself to have made so much development as a professional teacher. Now that I have completed the course, I have become to understand that every single thing that was required for the course was meaningful and to meet it’s purposes. Practicum was a turning point in my teaching career that will affect my future teaching. I feel confident that I have become a better teacher whose lessons strive to be meaningful and fruitful to my students. I’d like to thank Professor van Vlack for designing Practicum, letting me to have this opportunity of professional development. In addition, it was an honor to work alongside with excellent teachers. Finally, I would like to thank B.S who has been so supportive throughout this course.

Completing the course 99