The instructor will facilitate, observe and evaluate students’ participation in writing activities. Whole and small group instruction will be combined with individual assistance and student directed learning. Students will participate in the setting of goals by identifying their communicative and language development needs, and will participate in the selection of learning activities.
The learning activities will be determined by students’ needs and interests, but instructors will choose tasks from the following list:
- Personal notes, letters, notices and announcements:
- explanations, arrangements, instructions, inquiries, requests, apologies, invitations, acceptances and refusals, congratulations, condolences, thank you’s, complaints, opinion, etc.
- case studies
- accounts of incidents or events
- biographical summaries
- process descriptions
- problem-solving reports
- progress reports
- evaluative reports
- routine business correspondence and memos
- agendas, notes of meetings, minutes
Within relevant educational, employment, personal and social contexts, students will:
- compose correspondence and notices for a variety of personal needs and interests
- prepare accounts of events and reports for a variety of purposes, using data, observation or experience.
- prepare resumes and job application letters.
- compose and respond appropriately to a variety of work-related communications.
- write comprehensibly.
A mastery model of on-going evaluation will be used. A student will reach mastery when s/he has demonstrated through satisfactory completion of exercises, assignments and other assessments that the course objectives have been achieved.
Where formal tests of specific skills are used, mastery will be defined as a score of 70% or more.
Progress will be monitored on a regular basis by the instructor in consultation with each student.
Materials will be supplied.
Students may be required to purchase a text.