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Why?

Focus Raising awareness in essay writing – knowing what they need to do in order to succeed in L2 essay writing. Why? So students to take a more active role in their learning and engage in the essay writing process. Focus Group: Level 2 English. What did I do?

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  1. FocusRaising awareness in essay writing – knowing what they need to do in order to succeed in L2 essay writing Why? So students to take a more active role in their learning and engagein the essay writing process

  2. Focus Group: Level 2 English • What did I do? • I looked at the Moderators reports for the last few years AND the mark scheduleon the NZQA website • Created a mark guide with some easier language,synonyms and a simple system of ‘ – ’ and ‘ + ’

  3. Focus Group: Level 2 English • What did I do? • Gave out completed essay and used a colour code system so that they begin to recognise patterns eg. highlight points in yellow, examples in green etc • Give students moderators reports for last years exam results • Have a pbworks site with resources and information on essay writing which they can all access.www.12englishwithallaker.pbworks.com

  4. Although my focus group is Y12, I gave my year 9 and 10 class the pattern finding task after I gave back their exams. This is some of the things they said when they saw what they could actually highlight in their essay…

  5. “I only used the key words once in the entire essay…” • “I didn’t explain my examples…” • “I didn’t use the word ‘reader’ or ‘audience’ once!” • “I forgot to mention the idea…” • “I need to use the key words in every paragraph…” • “I have a lot of work to do on this…”

  6. This was a bit overwhelming for students…

  7. … so I broke it down into something more manageable and less threatening

  8. Self-evaluating BEFORE This forces them to be think about what they are doing in the essay and to evaluate using ‘ – ’ or ‘ + ’ system

  9. Self-reflecting AFTER Having the student read the comments and put them into their OWN words makes them really read/engage with the comments.

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