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Презентация на тему Time and organization. Content and task types. Marking and assessment

Competences:1. Theoretical – worldview competence: -subject – methodological 2. Intercultural –communicative competence:- linguaculturological-conceptual communicative 3. Professional orienting competence:- cognitive-conceptual -informational-accumulating-reflexive –developing 4. Professional-specializing competence:- notion-concept-creative-research- Metalanguage (terminology connected with the topic of
Theme: Writing ModuleSubtheme(s):1. Time and organization2. Content and task types3. Marking and assessment Competences:1. Theoretical – worldview competence: -subject – methodological  2. Intercultural –communicative As a future foreign language MA in Education you should know:- Psychological Cognitive Model of writingCognitive models have tended to define writing in terms COGNITIVE WRITING MODEL Planning (coming up with ideas, organizing, goal setting )Translating Group 1 Group 2 Group 3 Group 4 Time and organizationThe Academic Writing Module consists of two different writing tasks The Task 1 prompt is always a type of diagram The Task 1 prompt is always a type of diagramWhat are you required to do? What are you required to do?You have to write about the information Task types may involve describing information from A Bar chart, line Task 1   Describing Pie Charts   A Task 1   Describing Pie Charts  A pie chartWhat Describing Pie ChartsThe pie chart shows how Emmy spends her money.Describe the Describing Pie ChartsFifty percent     per cent50%Half According to How to talk about numbers and pie charts.Fifty percent Watch the videoIELTS Writing Task 1- What to write!https://youtu,be/cK_PE9IL.JjQ The Task 2 prompt is usually a background statement introducing the topic, Task 2 Write about the following topic:   A great many countries around Marking and assessment Task 1 assessment criteria Arguments, ideas and evidence: Marking and assessmentTask 1 assessment criteriaTask AchievementBeing able to follow the instructions ReferenceHayes, J. R., & Flower, L. S. (1980). Identifying the organization of Thank you for attention
Слайды презентации

Слайд 2 Competences:

1. Theoretical – worldview competence:
-subject – methodological

Competences:1. Theoretical – worldview competence: -subject – methodological 2. Intercultural –communicative

2. Intercultural –communicative competence:
- linguaculturological
-conceptual communicative

3.

Professional orienting competence:
- cognitive-conceptual
-informational-accumulating
-reflexive –developing

4. Professional-specializing competence:
- notion-concept
-creative-research
- Metalanguage (terminology connected with the topic of the lecture)


Слайд 3



As a future foreign language MA in Education

As a future foreign language MA in Education you should know:-

you
should know:
- Psychological feature of writing ILT (Cognitive

Model of writing);
- content and task types of Writing Section of the International Language Test;
marking and assessment of Writing Section of the International Language Test
be able to:
describe a graph, chart, table, flow chart or diagram;
discuss an issue, question or opinion of general interest, and to give your own point of view;
use interactive technology in the formation of writing skills in learners





Слайд 4 Cognitive Model of writing
Cognitive models have tended to

Cognitive Model of writingCognitive models have tended to define writing in

define writing in terms of problem-solving
(McCutchen, Teske, &

Bankston, 2008).

Writing is as much a matter of discovering or inventing the thought to be expressed in the text as it is a matter of expressing it in an appropriate and convincing way

(Flower & Hayes 1980a).



Слайд 5 COGNITIVE WRITING MODEL
Planning (coming up with ideas,

COGNITIVE WRITING MODEL Planning (coming up with ideas, organizing, goal setting

organizing, goal setting )
Translating (takes the conceptual plan for

the document and produces text expressing the planned content).
Reviewing (to improve it (revise) or correct errors (proofread).
Monitoring (metacognitive processes that link and coordinate planning, translating, and reviewing)
Hayes and Flower’ cognitive writing model



Слайд 6 Group 1

Group 1

Task 1

Bar and line graphs, pie charts & tables


Слайд 7 Group 2

Group 2

Task 1

The pie charts below show incidences of firework injuries in Great Britain in 1984 and 1998.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Number of words: at least 150 words.

Incidences of firework accidents in 1984.

Incidences of firework accidents in 1998.

Bar and line graphs, pie charts & tables


Слайд 8 Group 3

Group 3

Task 1

Task 1 - Objects/how something works
See the example below.
The diagrams below show how to plumb in a washing machine.
Summarize the information by describing the main features and explaining how a washing machine works.


Слайд 9 Group 4

Group 4

Task 2

 
Write about the following topic:
 
A great many countries around the world are losing their cultural identity because of the Internet.
 
To what extent do you agree or disagree with this statement?
 
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
 
Number of words: at least 250 words.


Слайд 10 Time and organization
The Academic Writing Module consists of

Time and organizationThe Academic Writing Module consists of two different writing

two different writing tasks the whole paper takes one

hour (60 minutes)

Task 1 must be a minimum of 150 words and you spend no longer than 20 minutes on this.

Task 2 must be at least 250 words and carries two thirds of the marks, so it is recommended that you spend 40 minutes on this.




Слайд 11
The Task 1 prompt is always a type

The Task 1 prompt is always a type of diagram

of diagram




Слайд 12


The Task 1 prompt is always a type

The Task 1 prompt is always a type of diagramWhat are you required to do?

of diagram



What are you required to do?


Слайд 13






What are you required to do?


You have to

What are you required to do?You have to write about the

write about the information shown, describing the main features,

trends or differences.

You have to refer closely to the diagram and, where relevant, illustrate main points with figures

You are not required to give any explanation for the data, but have to describe only the information given in the task


Слайд 14 Task types may involve describing information from

Task types may involve describing information from A Bar chart,


A Bar chart, line graph, pie chart and

table
A flow chart or process diagram
A plan or map
A diagram showing how something works
A diagram showing or comparing objects
A set of small diagrams


Слайд 15 Task 1 Describing Pie Charts

A

Task 1  Describing Pie Charts  A pie chartA bar graphA line graph

pie chart
A bar graph
A line graph


Слайд 16 Task 1 Describing Pie Charts

A

Task 1  Describing Pie Charts A pie chartWhat is

pie chart

What is a pie chart?
A pie

chart shows us a percentage.

Слайд 17 Describing Pie Charts

The pie chart shows how Emmy

Describing Pie ChartsThe pie chart shows how Emmy spends her money.Describe

spends her money.

Describe the information by selecting and reporting

the main features

WRITING TASK 1

You should spend about 20 minutes on this task.


Слайд 18 Describing Pie Charts
Fifty percent

Describing Pie ChartsFifty percent   per cent50%Half According to the

per cent
50%
Half
According to the chart ………………..
We can see

from the chart ………….
The chart shows that ……….


Open up sentences


Слайд 19 How to talk about numbers and pie charts.
Fifty

How to talk about numbers and pie charts.Fifty percent

percent
per cent
50%
Half
Rent makes

up half of the living expenses

Food makes up 25% of the living expenses

Half of the living expenses are rent.

Rent accounts for 50% of the total.

50% of the living expenses is rent.

Fifty percent


Слайд 20
Watch the video
IELTS Writing Task 1- What to

Watch the videoIELTS Writing Task 1- What to write!https://youtu,be/cK_PE9IL.JjQ

write!
https://youtu,be/cK_PE9IL.JjQ


Слайд 21
The Task 2 prompt is usually a background

The Task 2 prompt is usually a background statement introducing the

statement introducing the topic, followed by an instruction to

the candidate.
Instruction types include:
Giving and justifying opinions
Comparing opposing opinions
Evaluating advantages and disadvantages
Comparing arguments for and against
Analysing problems and suggesting solutions
Answering direct questions on an issue




requires to discuss an issue, question or opinion of general interest, and to give your own point of view.

Слайд 22 Task 2
 
Write about the following topic:
 
A

Task 2 Write about the following topic:  A great many countries around

great many countries around the world are losing their

cultural identity because of the Internet.
 
To what extent do you agree or disagree with this statement?
 
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
 
Number of words: at least 250 words.


Слайд 25 Marking and assessment Task 1 assessment criteria
Arguments, ideas and

Marking and assessment Task 1 assessment criteria Arguments, ideas and

evidence: how well you have been able to present

relevant ideas and opinions and develop these into a well-supported argument or point of view.
Communicative quality: how well you have organized and linked your points and ideas.
Vocabulary and sentence structure: how appropriately and accurately you have used a range of language

Слайд 26 Marking and assessment
Task 1 assessment criteria
Task Achievement
Being able

Marking and assessmentTask 1 assessment criteriaTask AchievementBeing able to follow the

to follow the instructions properly.
Being able to write a

clear, accurate and relevant description of the information.
Being able to focus on the important trends presented as graphic information.

Coherence and Cohesion
Being able to organize your writing using a suitable structure. Using connective words to link sentences and paragraphs logically.

Lexical Resources
 Being able to use a wide range of vocabulary naturally.
Being able to spell accurately and using the appropriate word formation.

Grammatical Range and Accuracy
Using the appropriate grammatical structures accurately
Using a variety of sentence structures.

Task 2 assessment criteria

Arguments, ideas and evidence: how well you have been able to present relevant ideas and opinions and develop these into a well-supported argument or point of view.
Communicative quality: how well you have organized and linked your points and ideas.
Vocabulary and sentence structure: how appropriately and accurately you have used a range of language


Слайд 27 Reference
Hayes, J. R., & Flower, L. S. (1980).

ReferenceHayes, J. R., & Flower, L. S. (1980). Identifying the organization

Identifying the organization of writing processes. In L.Gregg &

E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ:Lawrence Erlbaum Lawrence Erlbaum.
Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook I: The cognitive domain.New York: David McKay
Coirier, P., Andriessen, J. E. B., & Chanquoy, L. (1999). From planning to translating: Thespecificity of argumentative writing. In P. Coirier & J. Andriessen (Eds.), Foundations of argumentative text processing (pp. 1–28). Amsterdam: Amsterdam University Press.
http://www.ielts-exam.net/index.php?option=com_frontpage&Itemid=1
From the homepage, go to the IELTS writing links. There are many videos here to give you help on the writing tests.
 http://hkcityu.netlanguages.com/ This site provides an excellent introduction to the IELTS exam. There is also information, tips and practice exercises, plus a complete IELTS test can be completed online.
 Road to IELTS. Access through the ELC Activities and Self Study Page: http://www.cityu.edu.hk/elc/study_preparation.html enter

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