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================================================================ ============================ Name: Guadalupe Delurdy Linares de Sermeo Country: El Salvador Title of Course: English Writing II Length of Course:

One semester (16 weeks) Level and age of students: Intermediate University Level, ages 18-25

WEEK 2 Task: Analyzing a Course using the Elements of Thought Questions Purpose What is the purpose of your course? (in one sentence) Your Responses (please complete the statements with information that relates to your particular course) The purpose of this course was to help the students taking the subject develop the necessary writing skills to do academic writing in the English language.

Assumptions What assumptions are you making about your students at the start of the course?

At the start of the course, I assumed that my students knew most of the structures used in the English language, had English grammar knowledge, and possessed an advanced level of English vocabulary, but that they

needed to develop the skills to write academically and effectively English language. Points of View What points of view (on the subject/ skills/ topics being taught) will be stressed in this course?

in the

The points of view stressed in this course were based on deep concerns shared by different teachers of the English Department about the students need to further develop their writing skills and improve the quality of the writing that they were producing in different subjects of the curriculum where this skill is highly necessary. Also, the point of views of the graduate work program Director regarding the students need to improve their English skills was considered so that they would be trained to write their graduation work effectively. Our point of view was that the course should meet the students needs of improving their academic writing skill in an interesting, challenging, and attractive way. Therefore, we also considered the students points of view regarding the selection of themes that they would be developing in the course in such a way that they would feel interested in writing.

Questions/Issues What essential questions/issues do students learn to answer in this course?

Some essential questions students learned to answer in this course are: what is an effective sentence? How do they know a sentence is effective? What writing faults should they be aware of? What is an effective

paragraph? What are the elements of an effective paragraph? What is an effective topic sentence? What strategies can they use to write an effective paragraph? What methods of development can they use to write their paragraphs? What should they consider to develop an essay? How could they make a sentence outline? How could they make a topic outline? What elements should they use to develop an essay effectively? How can they write effective introductions, body and closing of an essay? How can they quote, and paraphrase, and summarize? How strategies can they use to write a research paper? What steps should they follow to prepare a research paper?

Concepts What essential concepts do students learn about in this course? (a list of essential concepts is acceptable.

Some essential concepts students learned about in this course were: effective sentences, paragraph, topic sentence, supporting sentences, closing sentence, sentence faults, coordination and subordination of ideas, transitional markers, paragraph, and essay, paraphrasing, summarizing, and quoting, thesis statement, main idea, research paper, APA format, thesis statements, sentence outlines, topic outlines, among others.

Information What type of information will students need to access during this course?

Students will need to access information about sentences, paragraphs, essays, research papers, APA format from class presentations, class discussions,

and from printed material and books found in the English Department Library, the campus library, and the Internet. Conclusions / Inferences Based on the learning students do in this course, what conclusions will students draw or what inferences might they make? Having learned to write effective sentences, paragraphs, and essays, students are likely to conclude that writing is an interesting but challenging, and demanding process that requires a lot of practice on their part, and that they need to keep using those skills to continue to improve their writing skill progressively, and that they need to read in English as much as possible to increase their vocabulary and effective use of structures to write more effectively. Another conclusion or inference might be that unless they continue to practice their writing skill consistently, they will lose the level of development they have achieved through the course. Implications What are some implications of the above inferences/conclusions that students learn to make in this course? Based on the above-mentioned inferences/conclusions that students are likely to make, some implications are that they need to read pieces of academic writing in English as much as possible to increase vocabulary and improve their use of the English language structures and that they need to keep writing about topics of their choice in the academic field so that they can further develop their English writing skill, and that they have to read all the material suggested to clarify anything that is not clear to them. One positive consequence is that they will be successful in doing their

writing tasks in the different courses included in the curriculum and preparing their thesis works.

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