Инновационных методических разработок

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Название	Инновационных методических разработок
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Drafting 1: At the end of this stage students use the results of their notes, brainstorming, research, discussions to write 2 or 3 paragraphs in which they should introduce the issue of the science of attraction, and then introduce the means, ways of attraction (E.g. charisma, plastic surgery, liposuction, make up, dieting).

Students work in pairs and exchange their first drafts to do peer editing and revision using Peer Editing Assessment Criteria (Appendix 2). We offer to use holistic assessment scale. Students should take the criteria of the scale and give their impressions using this or that symbol, not a mark. The use of a symbol helps to reduce stress, motivates students, they are not afraid of assessment.

3. Proposing solutions to the problem

At this stage students work in a group. Group work includes the development of interview and questionnaire instruments for this stage of research in order to reflect people’s attitude to the means, ways of attraction, its advantages and disadvantages. The research instruments are prepared by using the questions students have discussed at the previous stage while working with the information. Then these instruments are used for conducting field research when students contact a variety of people, such as course mates, roommates, male and female young people in the and adults in the streets. Later the results of field research should be discussed in pairs, in mini-groups that helps students to come to conclusions on the ways, of attraction, its advantages and disadvantages.

Their conclusions will reflect people’s attitude to the science of attraction. Below we sum up the conclusions that your students may come to after their research.

SCIENCE OF ATTRACTION or SMART WAYS TO LIVE WELL

1. “AGE WELL”, DEFY YOUR AGE

Look younger tricks:

vitamins specially designed to support healthy aging;
treat bipolar disorder;
smile away sickness;
dieting;
pro techniques;
plastic surgery.

2. “BEAUTY SOLUTIONS”

get healthy skin for life;
“firm up faster”
“Better bed … better sleep … better YOU!”
meat substitutes

Drafting 2: Based on field research, discussions in group work students complete their essay with 3 or 5 paragraphs. These paragraphs develop students` ideas on the means, ways of attraction, students offer arguments for and against this or that way of attraction.

Students work in pairs and exchange their first drafts to do peer editing and revision using Peer Editing Assessment Criteria (Appendix 2). We offer to use a holistic assessment scale. On the one hand, students mark the papers by impression. On the other hand, marking is done according to certain criteria. Students become familiar with assessment criteria, familiarity in its turn helps them to connect the process of writing a paper with the process of assessment.

Students work individually, considering the feedback they have received during peer editing, and using this feedback to revise the draft. They may even do free writing if some ideas were not included in their paper or the ideas were not organized correctly.

4. Making conclusions

Free writing 2: Students take into consideration all the information they have on the topic (the results of Internet research and other information source, field research, discussions, feedback) and do free writing on the topic in the form of the final conclusions of the essay.

Students work in a group or in mini-groups to discuss the conclusions of the problem under investigation. They list possible conclusions in order of importance.

Drafting 3: Students compile all the information they have after research and discussion into a conclusion of the easy in 2-3 paragraphs.

Students pair up, exchange papers to do peer editing and revision.

Students combine all the 3 drafts together (description of the problem, causes of the problem, conclusions) into an organized fashion, revise the complete text.

Students take time to sit in mini-groups or pairs to exchange papers as well as opinions about the texts. Finally, students will do a final revision and submit their papers. Final variants of paper may be checked by students and then by a teacher using Holistic Assessment Scale (Appendix 3). At this stage of creating a written paper – an essay, we suggest using a analytical scale rather than a holistic one. We use an analytical scale as assessment should be as reliable as possible at this stage. Meaning, assessment should be done according to criteria to lower the degree of marking by impression. These criteria should be familiar to students. That` s why we offer to use this scale at the stage of peer revision of the final draft and of final written paper.

Outcome of the writing project

The aim of this project was to motivate students to write using project work, which included establishing a relevant topic, working collaboratively, and engaging in four-skill language practice. A central focus on the writing task gave students an opportunity to write about something authentic and relevant to their lives. As a result it helped to develop communicative competence in writing.

We should point out that project work not only motivates students to writing. Project work combined with familiarity with the process approach to writing allows to develop students` competence in writing. Our approach – integration of project work in writing process, helps students recognize the steps they go through to create a written text. What’s more, students understand how to apply the principles of project work to a writing task, motivates them to be competent in expressing themselves on paper.

Appendix 1. “Girl” by the Beatles

Is there anybody going to listen to my story
All about the girl who came to stay?
She's the kind of girl you want so much
It makes you sorry
Still you don't regret a single day.
Ah girl
Girl

When I think of all the times I've tried so hard to leave her
She will turn to me and start to cry;
And she promises the earth to me
And I believe her
After all this time I don't know why
Ah girl
Girl

She's the kind of girl who puts you down
When friends are there, you feel a fool.
When you say she's looking good
She acts as if it's understood.
She's cool, ooh, ooh, ooh,
Girl
Girl

Was she told when she was young that pain
Would lead to pleasure?
Did she understand it when they said
That a man must break his back to earn
His day of leisure?
Will she still believe it when he's dead?
Ah girl
Girl
Appendix 2. Peer Editing Assessment Criteria (at the stage of drafting an essay)

Holistic Scale

Your impressions	Criteria
Excellent writer	A paper demonstrates: clear logical structure; a wide variety of the vocabulary in use; appropriate use of grammatical forms and different grammatical constructions. A paper fully responds to the task. The examples to support/disprove the idea are given.
Good writer	A paper demonstrates: logical structure; the vocabulary is adequate to express the idea; slight grammatical mistakes which do not impede comprehension. A paper mainly responds to the task. The examples to support/disprove the idea are given.
Modest writer	A paper demonstrates: poor logical structure; insufficient vocabulary use; serious grammatical mistakes which impede comprehension. A paper doesn’t fully respond to the task. There are no examples to support/disprove the idea.
Marginal writer	A paper demonstrates: no logical structure; extremely poor vocabulary use; serious grammatical mistakes which impede comprehension. A paper doesn’t respond to the task at all. There are no examples to support/disprove the idea.
Poor writer	A paper doesn’t respond to the task at all. No paragraph structure. The sentences are incomplete. Ideas are not connected.

Appendix 3. Essay Assessment: Analytical Scale

	Level	Score	Criteria
Cognitive aspect of communicative competence in writing	organization and coherence structure	15–13	Excellent: clear ideas, logical sequencing, well-organized.
		12–10	Good: clear ideas; logical, but incomplete sequencing; loosely organized.
		9–7	Satisfactory: ideas confused or inappropriate, lack of logical sequencing.
		6 – 4	Poor: no organization, no clear ideas, almost nothing to evaluate.
	Vocabulary and style	20–18	Excellent: effective word/idiom choice and usage, effective and appropriate style, wide range of vocabulary.
		17–14	Good: occasional errors of word/idiom form, choice; adequate range of vocabulary.
		13–10	Satisfactory: frequent errors of word/idiom choice, usage and form; limited range of vocabulary; use of stylistically inappropriate words.
		9 – 7	Poor: little knowledge of English vocabulary, words, idioms; poor style; almost nothing to evaluate.
Linguistic aspect of communicative competence in writing	content	30–27	Excellent: substantive, knowledgeable, well-developed thesis, relevant to the topic.
		26–22	Good: some knowledge of subject is shown, limited development of thesis, mostly relevant to the topic, but lacks details.
		21–17	Satisfactory: limited knowledge of subject is shown, inadequate development of the topic.
		16–13	Poor: the knowledge of the subject is not shown, non-substantive, almost nothing to evaluate.
	Language use (grammar)	20–18	Excellent: effective complex constructions are used; few errors agreement; almost no errors in tense, number, word order, articles, prepositions, pronouns.
		17–14	Good: effective but simple constructions are used; several errors of agreement, tense, number, word order, articles, prepositions, pronouns but meaning is clear.
		13–10	Satisfactory: problems in simple, complex constructions; frequent errors of agreement, tense, number, word order, articles, prepositions, pronouns, meaning is sometimes confused.
		9 – 7	Poor: no mastery of sentence construction rules, abundance of errors.
	Spelling	10 – 9	Excellent: few errors in spelling, capitalization.
		8 – 7	Good: occasional errors in spelling, capitalization.
		6 – 5	Satisfactory: frequent errors in spelling, capitalization.
		4 - <	Poor: abundance of errors in spelling, capitalization.
	Punctuation	5	Excellent: few errors in punctuation, paragraph division.
		4	Good: occasional errors in punctuation, paragraph division.
		3	Satisfactory: frequent in punctuation, paragraph division.
		2	Poor: abundance of errors in punctuation, paragraph division.

Interpretation of the scores

Your Score	What writer you are
105 - 85	Excellent writer
84 - 65	Good writer
64 - 50	Modest writer
< 50	Poor writer

 Овечкина Ю.Р., 2011

Овечкина Юлия Рафаиловна

Уральский государственный педагогический университет

Институт иностранных языков

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